Implementing Learner-Centered Teaching in Your Classroom: Advice from Engaged Faculty

1. Implementing Learner-Centered Teaching in Your Classroom: Advice from Engaged Faculty Neil Knobloch & Anna L. Ball Co-PI’s, USDA CSREES Higher Education Challenge Grants Program, Learner-Centered Teaching Project

2. Think-Pair Share How do you engage students in your classroom?

3. Objectives • Define Learner-Centered Teaching (LCT) • Describe the national LCT project • Discuss authentic methods and resources to engage students through LCT

4. What is Learner-Centered Teaching? An approach to classroom teaching and learning that: • Involves the creation of meaning from experience. • Uses examples grounded in real-life situations. • Encourages total participation. • Allows for creativity and discovery in and outside the classroom. • Relies on multiple sources of knowledge. • Focuses on creating and forming concepts using critical thinking and problem solving.

5. How is LCT Manifestedin the Classroom? Active Learning Inquiry or Problem-based Learning Service or Community-based Learning

6. LCT Project Overview • 3-year USDA CSREES, Higher Education Challenge Grant for faculty development • Equip teaching faculty with information to improve teaching and learning in food and agricultural sciences. • Identified 12 nationwide faculty exemplars to showcase best practices in active, inquiry-based, and service learning.

7. Methods & Procedures • Year 1 • National status survey on teaching and learning in colleges of agriculture • Exemplars nominated in active, service, and inquiry-learning • 12 exemplars selected and invited to a case study conference • Year 2 • Student and faculty data in exemplary practice collected • LCT website piloted • LCT dissemination workshops • Year 3 • Best practices bulletins • Online LCT directory established

8. National Status Survey of LCT • Random, nationwide cluster sample • 1553 teaching faculty • 1862, 1890, and state colleges of agriculture • 320 responses, 20% response rate • Participants described: • teaching perspectives • motivation for utilizing LCT • knowledge of LCT • actual teaching methods

9. Rate the following on a 5-point scale in regard to how often you utilize these approaches (1 = never, 2= seldom, 3 = often, 4 = quite a bit, 5 = always) Active Learning Inquiry-based Learning Service Learning What is the status of your teaching?

10. Rate the following on a 5-point scale in regard to how often you utilize these teaching methods (1 = never, 2= seldom, 3 = often, 4 = quite a bit, 5 = always) Lecture Discussion Cases Team projects Labs Cooperative learning Field trips Service-based learning What is the status of your teaching?

11. Findings: The Survey Says! • Utilized Quite a Bit/Always: • Active Learning-60% • Problem-based Learning-74% • Service Learning-15%

12. Findings: The Survey Says! • Utilized Quite a Bit/Always: • Lecture-77% • Discussion-63% • Cases-31% • Team projects-34% • Labs-53% • Cooperative learning-32% • Field trips-26% • Community-based learning-10%

13. Reflective Question If a teaching approach is your roadmap or outline of your destination (goals/outcomes) for student learning…..and a teaching method is your primary mode of transportation….are you using the appropriate vehicle for learning?

14. Active Learning - Engaging students to think at higher levels through activities (usually classroom-based; e.g., cooperative learning, technology) Gary Moore, Agricultural Education, NCSU 3-stage exam (6 points per item), 3=individual, 2=team, 1=class Electronic, hand-held responder system for lecture classes LCT: Methods of Exemplars

15. Inquiry/Problem-based Learning – Uses ill-structured problems, inductive approach, uses problems to motivate, focus, and initiate Mark Ryan, Fisheries & Wildlife, University of Missouri Wildlife conservation problems based on practice Problem-based learning teams, students research and teach each other essential concepts LCT: Methods of Exemplars

16. Service Learning – Service in community-based environments outside of the classroom; students learn concepts, reflect about the context/culture of their experiences, and develop civic engagement Tom Green, Forestry, Western Illinois University Arbor Day plantings in local elementary schools Students select schools, secure funding, and engage with elementary students in plantings LCT: Methods of Exemplars

17. Think-Pair-Share Step 1: Select one LCT approach (active, inquiry, service learning) you would like to implement in one of your courses Step 2: Brainstorm one teaching method you could implement to facilitate this LCT approach Step 3: Share your ideas with your neighbor How do you get there from here?

18. LCT Project: lct.aces.uiuc.edu (Research and Resources, Showcase, Network & more) Please join the LCT Network! Go to: lct.aces.uiuc.edu and register in the LCT network. (LCT Network will be available in August, 2005). Active Learning http://www.active-learning-site.com/ http://www.ncsu.edu/felder-public/Cooperative_Learning.html Inquiry Learning http://www.udel.edu/pbl/ http://www.samford.edu/pbl/ Service Learning http://www.gseis.ucla.edu/slc/ http://www.compact.org/ How do you get there from here?