Abstract
TOO OFTEN, we define education in terms of deficit. We scrutinize student's test scores, social skills, and self-concepts for shortfalls. Our focus on what students need to gain overshadows strengths they possess. Frank Shushok and Eileen Hulme's feature invites us to abandon this approach in favor of helping students identify and expand the strengths they bring to college. The late Chip Anderson's essay recounts his change of heart from a remedial to a strengths-based philosophy based on his extensive involvement with the Gallup Organization and the StrengthsQuest program.
Engaging learners in identifying their strengths and goals is a centerpiece of the curriculum at Indiana University–Purdue University Indi-anaoplis. Sharon Hamilton, Trudy Banta, and Scott Evenbeck's story of the creation and implementation of the Principles for Undergraduate Learning demonstrates how the PULs offer students the opportunity to accept significant responsibility for their learning. Anne Bryan and Karen Myers describe yet another kind of partnership with students—one that engages all students in creating inclusive environments that enable learners to fulfill their potential.
Of course, students accepting responsibility for their learning does pose challenges. Lee Williams articulates some of these in her story about the uproar—and subsequent good learning—caused by a civically engaged student's response to the outcome of the 2004 election. As we approach another election season, Barbara Jacoby reflects on student involvement in the 2004 election and urges educators to encourage students to define and practice civic engagement in their own ways. In Assessment Matters, Kimberly Yousey shows how residence life staff can accept significant responsibility for their learning. She describes how a team at Rochester Institute of Technology improved its daily practice through an inquiry approach that was both practical and meaningful.
Collectively, the articles in this issue raise this question: How do educators capitalize on student strengths and responsibility and at the same time provide guidance to help learners maximize their potential? We hope these articles assist you in considering this question in your practice.