A brief excerpt in Today’s Professor newsletter from a book edited by Chad Hanson.
In the past 20 years, scholars and practitioners have committed to measuring the cognitive outcomes of education. In this chapter, the author assesses the movement that focuses on cognition, to the exclusion of other outcomes. An identity-based framework is offered as an alternative.
Howard Bowen (1977) once wrote, “The impact of higher education is likely to be determined more by the kind of people college graduates become than by what they know when they leave college” (p.