Moving the Field Forward

Abstract

Is it possible for the twenty-first-century instructor to stay rooted in tradition and still be characterized as an engaging, effective or good teacher? Similarly, can the twenty-first-century higher education institution afford such an instructor and resist student-centered innovations? How many of us would go to a doctor who had only read material up to 1972 or one whose surgical techniques meant more pain, risk of complications, recovery time, costs and liabilities for patient, doctor and hospital? Fewer of us would willingly choose to use the hospital whose equipment, facilities, and staff had not benefitted from new advances for decades. Even if our treatments were free, we would be mindful of the risks. Pursuing an education is no different and it is dangerous to believe that teaching techniques which were appropriate 20 years ago will be right in the present, or that students and their needs remain the same. Not only should everyone in every discipline and field be expected to keep abreast of the latest content, but also the most effective, engaging and efficient methods for delivering that content.