Frank A. Fear

Meaning Making and "The Learning Paradigm": A Provocative Idea in Practice.

Amidst the considerable literature published on institutional change in undergraduate teaching and learning, an article co-authored by Robert Barr and John Tagg in 1995 stands out. The authors offered a vision and —perhaps most importantly—gave it a memorable name, the Learning Paradigm. “From Teaching to Learning—A New Paradigm for Undergraduate Education” is the most frequently cited article in the history of Change. In this article, Barr blended his voice with colleagues who helped initiate Learning Paradigm programs at a public university and in a liberal arts college setting. Through multiple forms of inquiry, including discourse and metaphor analysis, they interpreted the shift from teaching to learning and speculate about its future.

Collegial Talk: A Powerful Tool for Change

Is it possible to promote change in the academy by just talking? The authors say “yes.” They present a deceptively simple approach—one grounded in organizational theory—-for getting colleagues together to go beyond standard problem solving and take campuses in surprising new directions.

Participatory Research: a Comparative Analysis of Two Approaches

The growing popularity of PH, especially in the fields of community development (CD) and adult education, can be largely attributed to two factors. First, the concern for enhancing the research-action linkage in community planned change efforts has accentuated the importance of researcher-citizen collaboration (Wybo, 1982). Secondly, PR stems from a concern for the poor and the powerless who, having little access to the knowledge generated by traditional research methods, are often manipulated by those who control projects and programs. Adult educators, for example, have adopted PR as a means through which groups of people can generate their own knowledge in order to gain greater