A Learning-Centered Approach to Higher Education: Professional Success in the 21st Century

Carlos Tasso De Aquino, PhD University Research Chair – Center for Workplace Diversity Research School of Advanced Studies, University of Phoenix Robert W. Robertson, PhD Research Fellow – Center for Workplace Diversity Research School of Advanced Studies, University of Phoenix Pamela Allen, DM Research Affiliate – Center for Workplace Diversity Research School of Advanced Studies, University of Phoenix Paul Withey, DM Research Affiliate – Center for Workplace Diversity Research School of Advanced Studies, University of Phoenix

Primary Scope of Paper Workplace Development and Diversity Professional Development Work Environments Learning-Centered Education Andragogy

Development of Adult Competencies Development of a Knowledge Economy Learn and Apply Relevant Knowledge Improve Student Preparation of a Global Marketplace

Avoiding “Sage on Stage” Reduce Instructor Absolute Truth Enable Students to Develop New Critical Thinking Skills Instructor Becomes a Facilitator of Learning

Professional Success in 21st Century

Workplace Competencies Foundation Skills Time Money Material Human Resources Reading Writing Arithmetic Listening Works with Others Thinking Skills Information Processing Personal Qualities Understanding Complex Inter-Relationships Thinking and Personal Skills Adaptation to Various Technology

21st Century Workplace Diversity Lessons to Be Learned Adult Literacy Computer Skills Social Disadvantage and Lower Skills Proficiency Foreign Language Immigrants Rapid Aging Population Maintaining Work-Related Skills Proficiency and Age Participation in Adult Learning Improving Adult Literacy Develop Links Between the World of Learning and The World of Work Under-Skilling Gender Differences

Learning Centered Approach

The Truth is Out There The Role of Faculty Faculty should read each class profile Prepare a tailored approach that could address the specific learning needs of that particular group of students Faculty should demonstrate a total confidence in the students’ ability to learn Pygmalion Effect or the Self-Fulfilling Prophecy Faculty must provide a context to the learning experience Information and knowledge being gathered can and will be used in both their personal as their professional lives

A University Experience 5 Campuses (one in the US and four in Europe) Students Came From More Than 100 Different Countries Concentration of Individuals From China and India Use of up-to-date textbooks Combination of lectures and simulations to contextualize the knowledge Use of the case method and role plays Mentoring, coaching and counseling Participation in external activities Use of guest speakers Use of Skype and other Internet options Employability was a must, and the development of learning skills should be the foundation for managerial and interpersonal skills

What Now? Employers look for professionals whom are capable, use appropriately technical skills, and interpersonal and managerial skills. Students need to learn in such a way to foster their interest to pursue a successful career and life. Learning-centered approach to education based on experiencing and including many dimensions to reach diverse students and learning

Questions?