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In Pursuit of the Learning Paradigm: Coupling Faculty Transformation and Institutional Change


With learning-centered technologies, the current generation of higher education faculty and institutions has the first opportunity to enable a transition to pedagogies based on an understanding of the cognitive development of learning.

Donald P. Buckley

Dr. Buckley earned his Ph.D. from the Department of Botany, Ohio University in 1986. He joined the University of Hartford in 1990 after completing a visiting assistant professorship at Tufts University and a post-doctoral fellowship at Harvard University. In addition to his research interests in the evolution of plant genetic systems, his pedagogical scholarship has focused on student-centered and inquiry-oriented learning in undergraduate science education, with special attention to the role of educational technology in the Learning Paradigm. Buckley is also an author of numerous interactive multimedia learning environments. His teaching was recognized in a faculty profile in the Chronicle of Higher Education in 1996. In 1997, he received a University of Hartford Harry Jack Gray Outstanding Teacher of the Year award. In 1999 Buckley became chair of the Teaching Section of the Botanical Society of America. Also in 1999, Buckley moved to Quinnipiac University as an Associate Professor of Biology and as the Director of Learning Technology for the College of Health Sciences. Since then, Buckley has been named an Apple Distinguished Educator twice, a Computerworld Smithsonian Laureate, and nominated Quinnipiac University Outstanding Faculty of the Year. In 2001 he was one of six national finalists for Biology Program Director in the National Science Foundation’s Division of Undergraduate Education. In 2003, Dr. Buckley received an award for Innovative Excellence in Teaching, Learning, and Technology from the International Conference on College Teaching and Learning.

also see "In Pursuit of the Learning Paradigm: Coupling Faculty Transformation and Institutional Change". EDUCAUSE Review 37(1): 28-38.


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