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<p>Many different participant-observers will contribute distinctive interpretations of these emerging developments. My personal experience and developed intellectual skills enable me to illuminate the advent of the digital campus, attuned to the historical implications of it for educational experience. I believe these historical implications are important and want to further their development in theory and practice as fully as I can.</p> | <p>Many different participant-observers will contribute distinctive interpretations of these emerging developments. My personal experience and developed intellectual skills enable me to illuminate the advent of the digital campus, attuned to the historical implications of it for educational experience. I believe these historical implications are important and want to further their development in theory and practice as fully as I can.</p> | ||
<p>I was born in 1939 in New York City. In retrospect, much of life seems to have moved quickly. Through childhood and youth, I shuffled for periods, long and short, back and forth, between a small farm in eastern Pennsylvania and the Upper East Side of New York City, throughout benefiting from formal education in elite schools—Buckley, Deerfield, Princeton, and Columbia. Coming of age came fast, too. | <p>I was born in 1939 in New York City. In retrospect, much of life seems to have moved quickly. Through childhood and youth, I shuffled for periods, long and short, back and forth, between a small farm in eastern Pennsylvania and the Upper East Side of New York City, throughout benefiting from formal education in elite schools—Buckley, Deerfield, Princeton (BA ´61), and Columbia (PhD ´68). Coming of age came fast, too. With the job market then so different from now, in 1965, I became an assistant professor at Johns Hopkins, and then in 1967, I joined the faculty at Columbia. I completed my PhD in 1968.</p> | ||
<p>Substantively, by the start of my 30s, I had launched | <p>Substantively, by the start of my 30s, I had done a lot of work and launched a career as a public intellectual engaged in the free-wheeling study of political and educational thinking from Rousseau forward and an exploration of how modes of communication and material life affected personal and collective self-formation. | ||
Revision as of 16:23, 20 January 2025
On the digital campus
Hello,
I'm Robbie McClintock, a retired professor working to further the digital campus, an important emergent transformation in higher education. We live embedded within the processes through which the digital campus is developing. We can and should make ourselves more aware of what it does, how it works, who it serves, where it flourishes, and why it is important.
As an emerging actuality, the digital campus has many instances, each a large, historical undertaking taking place through continuous metamorphosis. It has no mastermind, no genial inventor; the digital campus appears as an encompassing infrastructure within which the character, spectrum, and limit of a person's educational agency takes place. I want to help make more fully evident the change in pedagogical possibility arising through the digital campus.
Many different participant-observers will contribute distinctive interpretations of these emerging developments. My personal experience and developed intellectual skills enable me to illuminate the advent of the digital campus, attuned to the historical implications of it for educational experience. I believe these historical implications are important and want to further their development in theory and practice as fully as I can.
I was born in 1939 in New York City. In retrospect, much of life seems to have moved quickly. Through childhood and youth, I shuffled for periods, long and short, back and forth, between a small farm in eastern Pennsylvania and the Upper East Side of New York City, throughout benefiting from formal education in elite schools—Buckley, Deerfield, Princeton (BA ´61), and Columbia (PhD ´68). Coming of age came fast, too. With the job market then so different from now, in 1965, I became an assistant professor at Johns Hopkins, and then in 1967, I joined the faculty at Columbia. I completed my PhD in 1968.
Substantively, by the start of my 30s, I had done a lot of work and launched a career as a public intellectual engaged in the free-wheeling study of political and educational thinking from Rousseau forward and an exploration of how modes of communication and material life affected personal and collective self-formation.