Please reflect on how faculty might respond to these situations

1. Please reflect on how faculty might respond to these situations Many students complain that we talk too fast for them to take good notes Many students complain that they do not know how to study for our tests or say the tests are impossible or not fair We feel we have a huge amount of material to cover in our courses We want our students to read literature in our field, so we give them specific articles to read and test them on the material without discussing it in class

2. This is their course: Getting students to take greater responsibility for their learning Phyllis Blumberg, Ph.D. p.blumbe@usp.edu

3. Outcomes of this session Participants will be able to: • Assess the long term impact of who takes responsibility for learning • Discuss alternative ways to foster students to assume responsibility for learning • Begin planning for changes in your courses

4. What are the consequences in terms of student and faculty behaviors of these facts? • College students are more diverse than they were previously • Many college students are unprepared in terms of background and study skills • Many college students are non-traditional, older or part-time • Many college students hold additional responsibilities such as 20-40 hours of employment or dependent care • Many college students have less motivation to work hard

5. Consequences of current student characteristics • Fewer students may be autonomous, responsible learners • Faculty adapt their teaching to fit requests/ needs of students What do faculty do to respond?

6. When faculty assume more responsibility for the students’ learning • They direct how students learn • They determine what students will learn • Faculty become the sole judges of how well students have learned

7. When faculty assume more responsibility for the students’ learning • Students remain passive • Students lack confidence in their abilities to learn on their own • Students do not become lifelong, self-directed learners

8. Does this sound familiar? • Consider the four situations you reflected on initially in terms of who takes responsibility for learning • How do the data on the previous slides effect you, your students, and how you teach? • What have you done to assume responsibility for your students’ learning? • How would you like to help your students take more responsibility for learning?

9. How much do you trust your students to take responsibility for their own learning? • Not at all • Somewhat • Mostly • Completely Hopefully the rest of this workshop will help you find ways to increase your trust in students in this regard by engendering skills so they can take this responsibility

10. What should faculty do to assist students? • Most instructors do not use strategies to help our students take responsibility for their own learning • See the next slide for USciences data • This workshop will offer some strategies • These strategies are part of an approach to teaching called learning/learner centered teaching

11. Use of strategies to help students take responsibility for learning

12. We will discuss the philosophical overview and 6 ways faculty can assist students to take responsibility for learning (refer to blue sheet) • Taking responsibility for Learning • Developing skills for further learning • Developing self-directed, lifelong learning skills

13. 6 ways faculty can increase student taking responsibility for learning (continued) 4. Developing their ability to assess their own learning • Developing proficiency at self-assessment of their strengths and weaknesses This is not the same as self-grading 6. Developing proficiency in information literacy skills

14. Peer teaching activity (12 minutes) • Divide into groups of 5. • Each person is responsible to teach others in groups about 1 skill (components numbered 2-6 on your handout) 2 minute self-study with a focus on the example given Take turns teaching each other with each person taking about 2 minutes to describe the skill I will be happy to answer questions, clarify ideas, etc.

15. Choose a skill or component you might want to assist students to develop • From among those you just discussed, select a skill/component you want to focus on • Choose on the basis of what these students need the most, or would help students learn better • I have questions to help you you teach this specific skills- 10 minute individual exercise

16. 2 part small group activity (20 minutes) • Groups will be working on the same skill • Part 1- consider possible changes • Consider which changes you might make • Agree upon 1-2 possible changes • Part 2- planning for transformation • Discuss the answers to the questions on the planning for transformation form for the selected component

17. Complete the planning for transformation form (green sheet) as a group or individually • Use the form as a stimulus to plan how you can assist your students to take responsibility for their learning on this component • Pay special attention to the following tactical questions

18. Answer tactical planning questions • What do you need to do, decide prior to making changes? • Identify obstacles or challenges that need to be overcome • Identify strategies for overcoming obstacles • Identify necessary resources • How can you get students to accept this change?

19. Any questions or feedback?

20. Reports from the groups