Rosalie Richards (Stetson University)

Universities and colleges are usually well-equipped to evaluate a student’s level of academic preparation. However, there is often a chasm between what is taught in the classroom and the competencies students must confidently demonstrate in order to transition successfully to post-undergraduate endeavors. And, as we grapple with a new generation of students from different backgrounds and identities, enriching the academic experience so that each student can make meaning of her experiences calls for a “student-ready” paradigm shift – from one focused on student deficiencies to one that recognizes and elevates the assets each student brings. During this interactive presentation, we will explore strategies that activate empowering forms of learning so that students achieve higher-level cognitive and affective learning outcomes such as those described by Anderson & Krathwohl (2001) and Krathwohl, Bloom, & Masia (1964).