Yesterday, I posted a new column on my Higher Ed Career Coach blog, posing the above question, and relating it to two things: the recent emphasis on learning outcomes and the concept of “coachability.” I was going to cross-post here, but after checking with moderator Debra Sanborn, I didn’t want to bump our new contributor’s post from the front (Good post, Licinia!).
I also think that my post is a bit long and after reflecting a little bit (again, thanks Licinia!) on brevity, I decided to just write a quick plug here and refer you to my post, so you can pop over there if you are interested in being part of the discussion, or go about your day, if you aren’t.
I’d like to get your thoughts on what learning outcomes you’d choose for our field, what S.M.A.R.T. goals you’d set, if you were “coaching” the field, and whether you think that institutions are “coachable” and ready to embrace change.
If you’d like to join the discussion:
- Go on over to the post on Higher Ed Career Coach and reply to the article with your comments.
- Post your thoughts on Twitter and use the hashtag #hiedoutcomes
- Send me an e-mail about guest posting on Higher Ed Career Coach for one of the next 2-3 editions of Monday Morning Quarterback, my new feature that will address emerging issues in higher ed, written (when possible) by guest columnists.
I look forward to reading people’s thoughts on this. I see it as “walking the talk.” We spend a lot of time deciding what our students should learn. Let’s keep ourselves honest by asking similar questions about what higher education institutions and professionals need to learn as well.
