Review of Getting Learning Right: A New Social Compact for Higher Education, by C. W. Gallagher, K. Girdharry & K. G. Smith
DOI:
https://doi.org/10.14507/er.v33.4758Author Biography
Jordan J. Conerty, University of Illinois Urbana-Champaign
Jordan is a graduate student in Education Policy, Organization, and Leadership at the University of Illinois Urbana-Champaign, where he has also served as specialized faculty in the Department of Curriculum & Instruction. He has previously worked as a social studies teacher, Director of Community Engagement, and Head of School at a non-profit independent high school. He holds a B.A. from Augustana College (IL) and an M.Div. from Yale University.
References
Bain, K. (2020). Super courses: The future of teaching and learning. Princeton University Press. https://doi.org/10.2307/jj.19255067
Brandt, D. (1998). Sponsors of literacy. College Composition and Communication, 49(2), 165–185. https://doi.org/10.58680/ccc19983181
Dewey, J. (1938). Experience and education. Macmillan.
Eodice, M., Geller, A. E., & Lerner, N. (2016). The meaningful writing project: Learning to write in rich contexts. Utah State University Press. https://doi.org/10.7330/9781607325802
Kezar, A., & Maxey, D. (2015). Adapting by design: Creating faculty roles and workplaces for the 21st century. Pullias Center for Higher Education.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Light, R. J. (2001). Making the most of college: Students speak their minds. Harvard University Press. https://doi.org/10.4159/9780674417502
[Book reviewed] Gallagher, C. W., Girdharry, K., & Smith, K. G. (2026). Getting learning right: The promise of higher education. The MIT Press.
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