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PROMOTING INTEGRATIVE LEARNING, PROGRAM-WIDE

PROMOTING INTEGRATIVE LEARNING, PROGRAM-WIDE. Discussion Led by: L. Dee Fink, Ph.D. Educational Consultant in Higher Education. AAC&U “Integrative Learning & the Departments” July 9 - 12, 2014. TWO UNDERLYING PERSPECTIVES : All universities need to… Be Learning-Centered

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PROMOTING INTEGRATIVE LEARNING, PROGRAM-WIDE

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  1. PROMOTING INTEGRATIVE LEARNING, PROGRAM-WIDE Discussion Led by: L. Dee Fink, Ph.D. Educational Consultant in Higher Education AAC&U “Integrative Learning & the Departments” July 9 - 12, 2014

  2. TWO UNDERLYING PERSPECTIVES: All universities need to… Be Learning-Centered Work on Continuous Improvement

  3. LEARNING: Learning Experiences EDUCATIONAL PROGRAM: Curriculum, Teaching PEOPLE: Faculty, Students, Staff, Admin. ORGANIZATIONALOperation Campus CULTURE

  4. COURSE-CENTERED INSTITUTION

  5. COURSE-CENTERED INSTITUTION EDUCATIONAL PROGRAM: COURSES: Major, Gen. Ed. PEOPLE: FACULTY: Knowledge Qualifications? STUDENTS: GPA, Retention Rate ORGANIZATION: Curriculum Committee: Decide on Courses Evaluate Teaching: Student Ratings of Courses

  6. LEARNING: Learning Experiences EDUCATIONAL PROGRAM: Curriculum, Teaching PEOPLE: Faculty, Students, Staff, Admin. ORGANIZATIONALOperation Campus CULTURE

  7. Program-Wide • Learning Goals/Outcomes • = What specific kinds of learning do you want ALL graduates, to achieve – regardless of their major? • - For example: • Integrative Learning • And other??

  8. LEARNING: Learning Experiences EDUCATIONAL PROGRAM: Curriculum, Teaching PEOPLE: Faculty, Students, Staff, Admin. ORGANIZATIONALOperation Campus CULTURE

  9. Learning Experiences: • They occur in different settings: • In Residential Programs • In courses: • Required, Optional, Special • In Student Affairs Programs • Life Experiences • Online Programs: • In courses • Life Experiences

  10. LEARNING: Learning Experiences EDUCATIONAL PROGRAM: Curriculum, Teaching PEOPLE: Faculty, Students, Staff, Admin. ORGANIZATIONALOperation Campus CULTURE

  11. Program-Wide Learning Goals (PW-LG) Map Goals into Curriculum Assess the PW-LG’s Educational Program:

  12. Program-Wide Learning Goals: Fresh. Soph. Junior Senior • XXX • XXX • XXX • XXX • XXX • XXX • XXX • XXX • XXX • XXX • XXX • XXX • XXX • XXX • XXX • XXX • XXX • XXX • XXX • XXX

  13. Program-Wide Learning Goals (PW-LG) Educational Program: Map Goals into Curriculum Assess the PW-LG’s

  14. ASSESSING YOUR EDUCATIONAL PROGRAM: • During the Program (Process) • Internal Procedures • External Procedures • After the Program (Product)

  15. ASSESSING YOUR EDUCATIONAL PROGRAM: • During the Program (Process) • Internal Procedures • External Procedures • After the Program (Product)

  16. ASSESSING YOUR EDUCATIONAL PROGRAM: • Internal Procedures • EXTERNAL PROCEDURES: • National Survey of Student Engagement (NSSE) • Collegiate Learning Assessment (CLA) • Measure of Academic Proficiency & Progress (MAPP) • Collegiate assessment of Academic Proficiency (CAAP)

  17. ASSESSING YOUR EDUCATIONAL PROGRAM: • During the Program (Process) • Internal Procedures • External Procedures • After the Program (Product) • Survey of graduating seniors, alumni

  18. Program-Wide Learning Goals (PW-LG) Educational Program: Map Goals into Curriculum Assess the PW-LG’s

  19. LEARNING: Learning Experiences EDUCATIONAL PROGRAM: Curriculum, Teaching PEOPLE: Faculty, Students, Staff, Admin. ORGANIZATIONALOperation Campus CULTURE

  20. PEOPLE: Especially FACULTY How can we SELECT (re: hire) the right people, esp. new faculty, who have the initialcapabilities, i.e., the knowledge, skills and attitudes, that they need? How can we help them DEVELOP the additionalcapabilities they will need, on an on-going basis?

  21. Developing FACULTY CAPABILITIES • as Educators: • Problem: No prior training in… • how to design instruction, • how to evaluate student learning, • how to motivate students, • how to handle large classes, • etc. • Solution: In-Service Training • On-Going, throughout their entire career

  22. Establish an Campus-Based • FACULTY DEVELOPMENT PROGRAM • PURPOSE: Offer activities each year that enable faculty to improve their instructional capabilities • DIRECTOR: Someone for whom this is their primary professional responsibility • (See handout for additional comments)

  23. Everyone’s Potential A Quality of Teaching B (now) Time Getting Better Over Time

  24. Developing STUDENT Capabilities: What do we want students to be able to do, as students?

  25. St1 St2 Teacher/Coach

  26. St1 St2 Teacher/Coach ? Meta-Learner:

  27. St1 St2 Own Learning & Development: Can assess & modify… Teacher/Coach ? Meta-Learner: One Who Takes Charge of their… Their Beliefs Their Ways of Thinking Their Performance Their Values

  28. Developing STUDENT Capabilities: What do we want students to be able to do, as students? Answer: Become META-LEARNERS

  29. Developing STUDENT Capabilities: • Establish Expectations • Campus publicity • New and different kind of orientation to college (New Ideas on This??) • Provide Support • Assess and Reward Year-to-year Learning Portfolios

  30. Learning Portfolios: KEY QUESTIONS • WHAT did you learn? • HOW did you learn? • What helped you learn? • What didn’t help you learn? • SIGNIFICANCE FOR YOU, of what you learned? • Plan for FUTURE LEARNING: • WHAT ELSE do you want/plan to learn? • HOW will you learn that?

  31. Students Build a Learning Portfolio Student’s Time in College LEARNING PORTFOLIOS: Helping Students Take Charge of Their Own Learning Curriculum (formal coursework) Co-Curriculum (student affairs) Regular Life Activities

  32. Students Build a Learning Portfolio Student’s Time in College LEARNING PORTFOLIOS: Helping Students Take Charge of Their Own Learning Curriculum (formal coursework) Co-Curriculum (student affairs) Regular Life Activities

  33. LEARNING: Learning Experiences EDUCATIONAL PROGRAM: Curriculum, Teaching PEOPLE: Faculty, Students, Staff, Admin. ORGANIZATIONALOperation Campus CULTURE

  34. LEARNING: Learning Experiences EDUCATIONAL PROGRAM: Curriculum, Teaching PEOPLE: Faculty, Students, Staff, Admin. Campus CULTURE ORGANIZATIONALOperation

  35. CAMPUS CULTURE: • Campus culture is comprised of… • Values: This is what we care about • Beliefs: This is how things happen • Symbols: This represents us

  36. LEARNING: Learning Experiences EDUCATIONAL PROGRAM: Curriculum, Teaching PEOPLE: Faculty, Students, Staff, Admin. ORGANIZATIONALOperation Campus CULTURE

  37. Educational Programs Organizational Structure Policies & Procedures Key Components of ORGANIZATIONAL OPERATION Educational Goals Assessment of Institutional Goals

  38. Establish Expectations Assess & Reward Provide Support Policies & Procedures Regarding FACULTY WORK:

  39. Policies & Procedures Regarding FACULTY WORK: • Establish EXPECTATIONS • Hire faculty who want to “learn & get better” • Beginning of year: Plan faculty work • Provide SUPPORT • Open up TIME • Provide campus-wide fac. dev. activities • ASSESS & REWARD • Add “Professional Development” as a Major Criterion for: Annual Evaluations, P&T • Assess teaching more holistically

  40. PRIMARY DIMENSIONS OF FACULTY WORK Quality of Work: • % of Time: • Teaching _____ • Research _____ • 3. Service _____ • TOTAL: 100% • 4.Professional Enhancement _____ • Teaching • Research • Service • Professional Self-Management

  41. Policies & Procedures Regarding FACULTY WORK: • Establish EXPECTATIONS • Hire faculty who want to “learn & get better” • Beginning of year: Plan faculty work • Provide SUPPORT • Open up TIME • Provide campus-wide fac. dev. activities • ASSESS & REWARD • Add “Professional Development” as a Major Criterion for: Annual Evaluations, P&T • Assess teaching more holistically

  42. Reflect on what else one needs to learn Acquire new ideas on teaching Assess the effectiveness of one’s own teaching Interactions with students Knowledge of subject matter Trynew ways of teaching Design learning experiences Course management • DURING the course • END of the course • AFTER the course GETTING BETTER Over Time FOUR FUNDAMENTAL TASKS of Teaching Impact on STUDENT LEARNING

  43. Assess TEACHING More Holistically • Did they DESIGN THEIR COURSES well? • Did they INTERACT/COMMUNICATE with students well? • Did the course experience result in SIGNIFICANT KINDS OF STUDENT LEARNING? • Did the faculty member make a significant effort to IMPROVE their teaching?

  44. CRITERIA: SOURCES OF INFORMATION:

  45. CRITERIA: SOURCES OF INFORMATION:

  46. Educational Programs Organizational Structure Policies & Procedures Key Components of ORGANIZATIONAL OPERATION Educational Goals Assessment of Institutional Goals

  47. THE END! Higher Education: Let’s make it all that it can be and needs to be!

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