The Learner-Centered College Initiative (LCI)

1. The Learner-Centered College Initiative (LCI) Beverly Roskos (ROSS-kuss) FTTI/PTTI Orientation

2. Learning Outcomes for this Session • By the end of this session, participants will be able to • Distinguish between course/teacher centered and learner-centered approaches to teaching • Describe a variety of assessments that could be used in the learner-centered approach • Create a matrix of learning outcomes and assessments FTTI/PTTI Orientation

3. The Learning-Centered Approach • Focuses on the processes by which a student gains knowledge and understanding. • Faculty seek to expand student understanding through an active learning partnership with the student.  • Regular, timely, and thorough assessment of student learning is a key component. FTTI/PTTI Orientation

4. Course (Teacher) Centered Approach • Arts + Humanities + NS + Math + Social Sciences + History + Writing + Literature + Discipline courses = Quality Education • Course objectives • The whole is the sum of the parts FTTI/PTTI Orientation

5. Learning-Centered Approach • If a student has had a quality education, then he/she will be able to … • Learning outcomes • Course-specific information • Gathering and synthesizing information, using and developing critical thinking skills, and problem solving FTTI/PTTI Orientation

6. Learning-Centered Approach • Content + Thinking Skills = Quality Education + Life-long Learning • The whole is more than the sum of its parts FTTI/PTTI Orientation

7. Pressures on Quality Education Increased number of students on campus Increased class sizes Quality Education Clash of teaching/learning styles Less than ideal academic preparation FTTI/PTTI Orientation

8. Learning-Centered Response Increased number of students: Collaborative learning Increased class sizes: Active learning Learner Class of styles: Multiple modes of teaching Less than ideal preparation: Access to class materials FTTI/PTTI Orientation

9. Setting up Student Expectations • Identify learning outcomes for course • Measurable (Active verbs) • Tied to specific assessments • Incorporate active involvement in learning experience • Technology (attendance) • Informal in-class assessments • Collaborative in-class learning assignments FTTI/PTTI Orientation

10. Bloom’s Domains of Learning Department Presentation

11. Bloom’s Digital Taxonomy • Bloom’s Taxonomy • Anderson & Krathwohl (current) • Andrew Churches • Summary • Digital • Source of pictures, action verbs Department Presentation

12. Action Verbs ● Remember - Recognize, list, describe, identify, retrieve, name, locate, find ● Understand - Interpret, summarize, infer, paraphrase, classify, compare, explain, exemplify ● Apply - Implement, carry out, use, execute ● Analyze - Compare, organize, deconstruct, attribute, outline, find, structure, integrate ● Evaluate - Check, hypothesize, critique, experiment, judge, test, detect, monitor ● Create - design, construct, plan, produce, invent, devise, make Department Presentation

13. Assessment of Learning Outcomes • Primary role of outcome assessment is to improve student learning  • Emphasis is on facilitating understanding through dialog and frequent feedback. • Formal - Informal • Assignments – ungraded exercises • Formative - Summative • While learning – at end of unit FTTI/PTTI Orientation

14. Assessments: During Class • Did students understand? • 1-minute essays • Short quizzes • Short surveys • Address misunderstandings in class (formative assessments) • Not necessarily tied to grades (attendance, participation) FTTI/PTTI Orientation

15. Assessments: End of Unit • At end of unit or semester (summative) • Formal and informal outcome assessments • Use for improvement • Change explanation or examples • Change activity • Not necessarily tied to grades FTTI/PTTI Orientation

16. Documenting the Process • Thoughtful, intentional process • Transparency • Shift in thinking • What is the performance criteria? • e.g., 80% of students “got it” FTTI/PTTI Orientation

17. Evidence-based Learning • Measures other than receipt of grade • What did B/C student learn? • 75%? (concepts, communication, methods, higher-order thinking) • 100% concepts, 50% thinking? • Show me the evidence • Transparency • Showcase how well we’re doing Department Presentation

18. Assessments: Convergence • Performance-based (direct assessments) • standardized exam, course embedded questions, senior project or portfolio • Opinion-based (indirect assessments) • Student opinions (e.g., how much they learned, how well they think they’ve met outcome, what did they think of assessment) • Content, methods, communication, higher-order thinking Department Presentation

19. Thresholds for Comparison • For each assessment: • Is there a threshold (goal)? • Is a threshold needed? • Example: 80% of students will recognize concepts central to the field. Or, on average, students will recognize 80% of concepts central to the field. Department Presentation

20. Results • Results from the assessments • Quantitative is preferable • Brief narrative • Were thresholds met? • What do results mean? Department Presentation

21. Outcome Evaluation • Is outcome fine? • Does it need tweaking? • Does it need to be replaced with another? • Are different assessments needed? • Are changes in the course needed? • If so, what’s the plan of action? Department Presentation

22. Documentation Matrix FTTI/PTTI Orientation

23. Course Outcomes & Assessments Department Presentation

24. Syllabus Note • Students should know what the learning outcomes are and how they are assessed. • Include course outcomes and paired assessments on syllabus • Example: By the end of this course you should be able to evaluate popular media reports. Your ability will be assessed in the following way(s): • Project 2 Department Presentation

25. Keep it simple, yet meaningful • Do not have to gather evidence from every assessment. • Sampling is good. • If it’s not providing useful information, don’t use it. • Let it evolve over time. Department Presentation

26. Ending Comment • A major goal of the College is to fully incorporate this paradigm into the college’s academic culture by addressing it in our curriculum, our assessments of student learning, and in faculty evaluations. FTTI/PTTI Orientation