From Teaching-Focused to Learning-Focused: Transforming the Academy to Equip Students for the Big Questions

1. From Teaching-Focused to Learning-Focused: Transforming the Academy to Equip Studentsfor the �Big Questions� Dr. Dana Born Dr. Evelyn Patterson Dr. Rolf Enger 20 Jan 07 SESSION OVERVIEW: Three main parts [60 minutes total] [15ish minutes] � Slides 1-8 I. Intro, Context/Background, and About our Learning Focus Initiative� what we�re trying to do here at USAFA � and how that ties into the big questions being asked of Higher Ed in general. [35ish minutes] � Slides 9 - 20 II. Strategies for Transformation: [12 min] [Slides 9-10] Obstacles that might impede transformations like our paradigm shift [20 min] [Slides 11-20] Strategies to succeed in such a transformation, and lessons learned from employing those strategies. This includes both lessons that *we* have learned and lessons from the participants that can be shared with others for application to other settings and institutions [10ish minutes] � Slides 21 - 24 III. Results, Status, Conclusion, and QuestionsSESSION OVERVIEW: Three main parts [60 minutes total] [15ish minutes] � Slides 1-8 I. Intro, Context/Background, and About our Learning Focus Initiative� what we�re trying to do here at USAFA � and how that ties into the big questions being asked of Higher Ed in general. [35ish minutes] � Slides 9 - 20 II. Strategies for Transformation: [12 min] [Slides 9-10] Obstacles that might impede transformations like our paradigm shift [20 min] [Slides 11-20] Strategies to succeed in such a transformation, and lessons learned from employing those strategies. This includes both lessons that *we* have learned and lessons from the participants that can be shared with others for application to other settings and institutions [10ish minutes] � Slides 21 - 24 III. Results, Status, Conclusion, and Questions

2. Goals Of This Session By the end of this session, you should be able to: Know why 21st Century Higher Education isn�t immune from Big Questions Offer some potential strategies for successfully bringing about transformation at your institution Offer some �lessons learned� from those who have employed some of these strategies Identify some colleagues to whom you could turn for help and advice State at least one thing you want to remember from this session!

3. Factors Steering Us Toward A Learning Focus Discussions About the Goals of Higher Education and the Air Force Changing Realities in Higher Education Increased Understanding of How People Learn

4. Discussions About The Goals of Higher Education & the Air Force What knowledge, skills, and responsibilities will be essential for success in our 21st century Air Force and society? How will liberal education prepare our graduates to answer/solve Democracy�s Big Questions? What does a 21st century education look like in contrast to a 20th century education? [Katrina analogy] What will life be like for 21st century military officers? Serve anywhere, at any time, for unpredictable reasons

5. Higher Education & the Air Force CORONA / BOV Air Force Policy and Planning Documents Global Engagement: A Vision for the 21st Century Air Force AFI 36-2014 Pre-commission AFDD 1-1 AF 2025 UCI �08 Guidance from civilian and government institutions is abundant to help us build the learning experience that will achieve that goal.Guidance from civilian and government institutions is abundant to help us build the learning experience that will achieve that goal.

6. Changing Realities in Higher Education Increasing questions about what students gain in college Bok, D. (2006). Our underachieving colleges. Princeton, NJ: Princeton University Press. Hersch, R.H. & Merrow, J. (Eds.). (2005). Declining by degrees. New York: Palgrave Macmillan. Changing accreditation requirements Move from inputs / resources to outcomes High-level political visibility Spellings Commission

7. Increased Understanding of How People Learn �Usable knowledge is not the same as a mere list of disconnected facts.� (National Research Council, 2000). �The greatest obstacle to new learning often is not the student�s lack of prior knowledge, but, rather, the existence of prior knowledge.� (Angelo & Cross, 1993). �Spending a lot of time (�time on task�) in and of itself is not sufficient to ensure effective learning. Practice and getting familiar with the subject take time, but most important is how people use their time while learning.� (National Research Council, 2000). �I hear and I forget, I see and I remember, I do and I understand.� (Confucius, 551 B.C.)

8. Our Response to these Factors: Initiate a Paradigm Shift Paradigm Shift Transform the Academy culture from a focus on traditional knowledge acquisition (much of it, perishable) to a focus on the acquisition of enduring knowledge, skills, and habits-of-the-mind Transform Academy practices from teacher-centric to learning-centric Obstacles Understandably, such a major paradigm shift comes with significant challenges

9. Brainstorming: Obstacles What obstacles or challenges might such a paradigm shift face? Shifts: Traditional knowledge acquisition ? Acquisition of Enduring Knowledge, Skills, Habits-of-the-Mind Instruction-centered ? Learning Centered Think (by yourself) Pair (with those at your table) Share (with the whole group) This slide is the beginning of Part II of this session (slides 9 � 20) and sets up a participant activity in which they brainstorm about the obstacles and challenges they think might impede a paradigm shift like the one we are trying to effect at USAFA. The activity has two main parts to it: [12 min] Brainstorm about obstacles that could get in the way of accomplishing such a paradigm shift (Do this as Think/Pair/Share) [20 min] Share transformation strategies that could overcome these obstacles. We will share ours (on prepared slides) and some �lessons learned� from each one.This slide is the beginning of Part II of this session (slides 9 � 20) and sets up a participant activity in which they brainstorm about the obstacles and challenges they think might impede a paradigm shift like the one we are trying to effect at USAFA. The activity has two main parts to it: [12 min] Brainstorm about obstacles that could get in the way of accomplishing such a paradigm shift (Do this as Think/Pair/Share) [20 min] Share transformation strategies that could overcome these obstacles. We will share ours (on prepared slides) and some �lessons learned� from each one.

10. Sharing: Obstacles � (your ideas) We will record the obstacles and challenges the participants share.We will record the obstacles and challenges the participants share.

11. Sharing: Success Strategies What strategies could be used to overcome these challenges and obstacles? Please share your ideas and experiences We will share Some of our strategies At least one �lesson learned� from each (We will do this as one group.) We have several success strategies and lessons learned on the next few slides. If participants offer strategies similar to the ones we have listed, we can jump to the relevant prepared slide to reinforce their point and expand it with our example.We have several success strategies and lessons learned on the next few slides. If participants offer strategies similar to the ones we have listed, we can jump to the relevant prepared slide to reinforce their point and expand it with our example.

12. Sharing: Success Strategies � (your ideas) We will record the participants� success strategies here. From this slide, if the participants offer something similar to one of our several strategies listed in the following slides (slides 14-20), we�ll probably want to jump to that relevant slide, talk about it, and then jump back to this slide. Slide 13 is the summary slide of our [proposed] strategies to share, but we may or may not actually ever SHOW that slide.We will record the participants� success strategies here. From this slide, if the participants offer something similar to one of our several strategies listed in the following slides (slides 14-20), we�ll probably want to jump to that relevant slide, talk about it, and then jump back to this slide. Slide 13 is the summary slide of our [proposed] strategies to share, but we may or may not actually ever SHOW that slide.

13. Our Response to these Factors: Strategies that Transform Communication � to Build a Common Vision Team Building � faculty, administration, students Continuing Education from AAC&U Institution-wide deep thinking Ref: learning goals Extensive internal faculty development Heritage to Horizons Supportive and resolute leadership This is the compilation of the strategies we propose to share with the participants. Each of these is expanded in a separate slide in the following 7 slides (slides 14-20). (We may or may not ever show this slide. OR, this slide could be used as a recap/summary of this section, before we head into the �Results� and conclusion that begin on slide 21.)This is the compilation of the strategies we propose to share with the participants. Each of these is expanded in a separate slide in the following 7 slides (slides 14-20). (We may or may not ever show this slide. OR, this slide could be used as a recap/summary of this section, before we head into the �Results� and conclusion that begin on slide 21.)

14. Strategy: Communication Communication � to Build a Common Vision Across departments, agencies, constituents Show how the vision is relevant to the organization Lesson Learned: �Offsite� events are valuable at growing ways of thinking (even when original goals/deliverables are not achieved) We have incorporated numerous different schemes for communicating and building a shared, common vision, to include: Silver boxes (from the Dean) and blue boxes (from faculty practitioners) in Dean�s Weekly email messages Articles in The Educator, Checkpoints Written materials in the Faculty Handbook, Faculty Orientation sessions Written materials for interested volunteer cadets Strawman Curriculum Proposal to articulate the desired goals and general principles while also defining the constraints Relevance: Faculty/staff/administration/students have wanted to join the effort once they have seen how where we want to go is relevant to them, in terms of, for example: Accreditation (changed criteria) our Accountability as educators and developers of tomorrow�s AF Officers Tomorrow�s AF officers who are facing more difficult challenges than ever before and who therefore need the best possible education and training (�cramming and dumping� won�t help!) Etc. Lesson learned: We realized at our most recent (14 Dec) offsite that involved over 100 faculty that the previous year�s offsites and discussions HAD been enormously helpful in cultivating a new mindset -- a way of thinking about our educational process that focuses on institutional-level G OALS � enduring knowledge, skills, and habits-of-the-mind � even though those offsites and discussions hadn�t necessarily produced the tangible deliverables we had originally planned.We have incorporated numerous different schemes for communicating and building a shared, common vision, to include: Silver boxes (from the Dean) and blue boxes (from faculty practitioners) in Dean�s Weekly email messages Articles in The Educator, Checkpoints Written materials in the Faculty Handbook, Faculty Orientation sessions Written materials for interested volunteer cadets Strawman Curriculum Proposal to articulate the desired goals and general principles while also defining the constraints Relevance: Faculty/staff/administration/students have wanted to join the effort once they have seen how where we want to go is relevant to them, in terms of, for example: Accreditation (changed criteria) our Accountability as educators and developers of tomorrow�s AF Officers Tomorrow�s AF officers who are facing more difficult challenges than ever before and who therefore need the best possible education and training (�cramming and dumping� won�t help!) Etc. Lesson learned: We realized at our most recent (14 Dec) offsite that involved over 100 faculty that the previous year�s offsites and discussions HAD been enormously helpful in cultivating a new mindset -- a way of thinking about our educational process that focuses on institutional-level G OALS � enduring knowledge, skills, and habits-of-the-mind � even though those offsites and discussions hadn�t necessarily produced the tangible deliverables we had originally planned.

15. Strategy: Team Building Team Building � faculty, administration, students Involvement by representatives of all stakeholders Ever widening circles of involvement Lesson Learned: Achieving widespread buy-in to the solution is critical and can come as the result of a �tipping point� Lesson learned: Share about the �Meeting of 16� that occurred on Major�s Night in the Fall semester. This was the �tipping point� when the department heads as a group took ownership of the curriculum transformation process and were personally invested in the proposed solutions. The leadership�s response to their efforts � enthusiastic support for what they had done in offering a counter-proposal to the strawman � was critical in continuing the forward momentum of the process.Lesson learned: Share about the �Meeting of 16� that occurred on Major�s Night in the Fall semester. This was the �tipping point� when the department heads as a group took ownership of the curriculum transformation process and were personally invested in the proposed solutions. The leadership�s response to their efforts � enthusiastic support for what they had done in offering a counter-proposal to the strawman � was critical in continuing the forward momentum of the process.

16. Strategy: Continuing Ed Continuing Education from AAC&U Long term association Individual initiatives, conferences, institutes Tying to the greater Higher Ed landscape is helpful (share best practices, emulate exemplars, etc.) Lesson Learned: Participation in AAC&U Summer Institutes can be invaluable! Our relationship with AAC&U has been longstanding and incredibly valuable to us. Some specifics: Greater Expectations General Education institute (we came away with Gen Ed rubrics to help us with our assessment of our Educational Outcomes, a better understanding of what our Core Curriculum could/should be, and so much more) LEAP outcomes Snowbird Institute Core Commitments Initiative (USAFA has applied to be a leadership institution) �Our relationship with AAC&U has been longstanding and incredibly valuable to us. Some specifics: Greater Expectations General Education institute (we came away with Gen Ed rubrics to help us with our assessment of our Educational Outcomes, a better understanding of what our Core Curriculum could/should be, and so much more) LEAP outcomes Snowbird Institute Core Commitments Initiative (USAFA has applied to be a leadership institution) �

17. Strategy: Institution-wide Thinking Institution-wide deep thinking about institutional learning goals (outcomes) Lesson Learned: Core course in a discipline ? 1st course in the major It takes institution-wide deep thinking to move the faculty from thinking about the core curriculum as a patchwork of individual courses offered by particular departments to a set of intentional, developmental courses that are designed explicitly and overtly to accomplish published and agreed-upon institutional learning goals. When the courses are developmental, building off of prior courses and setting up later courses in known, intentional ways, they are able to hold the students accountable for prior learning and are able to promote greater student growth and learning. Lesson Learned: If all of the courses were taught at the introductory level, as if they were each the 1st course in the major, we would not be able to promote the kind of deep learning we need our graduates to accomplish. Who would teach critical thinking, for example?It takes institution-wide deep thinking to move the faculty from thinking about the core curriculum as a patchwork of individual courses offered by particular departments to a set of intentional, developmental courses that are designed explicitly and overtly to accomplish published and agreed-upon institutional learning goals. When the courses are developmental, building off of prior courses and setting up later courses in known, intentional ways, they are able to hold the students accountable for prior learning and are able to promote greater student growth and learning. Lesson Learned: If all of the courses were taught at the introductory level, as if they were each the 1st course in the major, we would not be able to promote the kind of deep learning we need our graduates to accomplish. Who would teach critical thinking, for example?

18. Strategy: Faculty Development Extensive internal faculty development Culture changes take time USAFA faculty composition is atypical for Higher Ed Faculty Development for ALL faculty Lesson Learned: Faculty Development activities are best when they mix philosophical underpinnings with practical how-to techniques. Repetition, repetition, repetition. The faculty composition slide (Slide 31) in the backup slides might be helpful here for background. Our Faculty Orientation sessions have changed considerably from the pre-learning focus initiative time to now. They have also evolved quite a bit over the 2 years of the LFI, as we have learned about how to best communicate what it means to be learning focused and how to help faculty develop learning focused practices and expertise. Two years ago, we included extensive discussion of philosophical underpinnings and reasons for being learning focused. Now, we include more �nuts and bolts� how-to-do-it kinds of activities so that faculty are better prepared for their classroom sessions, construction of syllabi, writing of exams, etc.Repetition, repetition, repetition. The faculty composition slide (Slide 31) in the backup slides might be helpful here for background. Our Faculty Orientation sessions have changed considerably from the pre-learning focus initiative time to now. They have also evolved quite a bit over the 2 years of the LFI, as we have learned about how to best communicate what it means to be learning focused and how to help faculty develop learning focused practices and expertise. Two years ago, we included extensive discussion of philosophical underpinnings and reasons for being learning focused. Now, we include more �nuts and bolts� how-to-do-it kinds of activities so that faculty are better prepared for their classroom sessions, construction of syllabi, writing of exams, etc.

19. Strategy: Heritage to Horizons Heritage to Horizons Heritage: Build on the accomplishments of the past USAFA heritage Educational Research Horizons: Mold and transform to meet the challenges of the future Lesson Learned: Build transformation for the future on the foundation from the past. Heritage to Horizons: USAFA heritage: former deans, permanent professors, etc. Heritage to Horizons meeting in October (�vector check� of our curriculum transformation initiative)Heritage to Horizons: USAFA heritage: former deans, permanent professors, etc. Heritage to Horizons meeting in October (�vector check� of our curriculum transformation initiative)

20. Strategy: Leadership Supportive and resolute leadership Consistency Known timeline, principles, and constraints Process for people to �get on the bus� and inform the journey Lesson Learned: Leadership that values participation by ALL is critical. Unwavering commitment in spite of opposition is key. Both words -- supportive and resolute -- are important! Supportive: From the very beginning, ALL academic departments were to contribute to the curriculum transformation effort and the new curriculum. Resolute: "This is a huge leadership challenge--the leader must have an unwavering commitment to the final outcome in the face of considerable skepticism and opposition." --- An example of just RESOLUTE leadership is from Worcester Polytechnic Institute�s past, when the person in charge �cleaned house� in order to make sweeping reforms (Need to get reference)Both words -- supportive and resolute -- are important! Supportive: From the very beginning, ALL academic departments were to contribute to the curriculum transformation effort and the new curriculum. Resolute: "This is a huge leadership challenge--the leader must have an unwavering commitment to the final outcome in the face of considerable skepticism and opposition." --- An example of just RESOLUTE leadership is from Worcester Polytechnic Institute�s past, when the person in charge �cleaned house� in order to make sweeping reforms (Need to get reference)

21. Result New USAF Academy Outcomes � influenced by Best practices in higher education (e.g. LEAP) Air Force doctrine and guidance An Institution-wide Learning-Focused Curriculum Built upon AAC&U�s Greater Expectations Initiative Reorienting 800+ faculty and staff from a teaching to a learning paradigm Founded on intentional development & accountability Focused on enduring knowledge, skills, habits of mind at the expense of more perishable and traditional knowledge acquisition This slide is the beginning of Part III of this session (slides 21 � 24). If we employ all of this, what comes of it? This slide summarizes where we are, as a result of starting the Learning Focused Initiative back in early 2005.This slide is the beginning of Part III of this session (slides 21 � 24). If we employ all of this, what comes of it? This slide summarizes where we are, as a result of starting the Learning Focused Initiative back in early 2005.

22. #1 Lesson Learned �Real Test� is a Journey � Not a Fixed Destination Democracy�s Big Questions will not be solved overnight To engage in the �big questions,� educational institutions will have to think deeply about overarching goals and be willing to dynamically connect the curriculum to contemporary and enduring issues where real consequences are at stake! Are 21st century higher educational institutions ready to sustain this journey for the long-run? We (USAFA) cannot speak for higher education � but as for USAFA, we are on the journey � to stay

23. Reflection Time What is one thing from this session that I want to remember and take back to share at my institution?

24. Learning-Focused Approach Over the past two years we have been transitioning to a Learning-Focused educational approach to create learning experiences that more fully engage our cadets in active learning and prepare them for today�s rapidly changing environment. Traditional instructional methods relied on the �Sage on the Stage� to deliver knowledge to a passive audience. The learning focus is centered on the student; how they engage and what they learn. As you can see from the visual, the critical entering argument is setting the goals/outcomes. What is it that we really want the cadets to learn? All the learning experiences, assessments and feedback must be derived from and aligned with those goals.Over the past two years we have been transitioning to a Learning-Focused educational approach to create learning experiences that more fully engage our cadets in active learning and prepare them for today�s rapidly changing environment. Traditional instructional methods relied on the �Sage on the Stage� to deliver knowledge to a passive audience. The learning focus is centered on the student; how they engage and what they learn. As you can see from the visual, the critical entering argument is setting the goals/outcomes. What is it that we really want the cadets to learn? All the learning experiences, assessments and feedback must be derived from and aligned with those goals.

25. Attacking USAFA patch will determine end of brief.Attacking USAFA patch will determine end of brief.

26. Backup Slides

27. USAFA Outcomes At General Regni�s direction, an integrated team of professionals formulated USAFA-level Outcomes that at the highest level are summarized by the words Responsibilities, Skills, and Knowledge. And just last November, the Academy Board approved these outcomes. These are institutional learning goals towards which every effort at the Academy should be oriented. These Outcomes are further organized into a �tier� system, levels 1 through 4; 4 being the finest level of measurable detail. Armed with these outcomes, we are better prepared as an institution to integrate and optimize our educational efforts and learning experiences through intentionality, course sequencing and development of course content to produce transformational officers of character and provide a broad foundation for learning-focused initiatives. Adoption of these outcomes will greatly enhance our efforts as they provide the foundation upon which we build. Now, armed with USAFA outcomes, DF, CW and AD learning experiences, assessments and feedback can be derived from and aligned with these goals ... which allows us to make dramatic changes to how we package our curriculum. At General Regni�s direction, an integrated team of professionals formulated USAFA-level Outcomes that at the highest level are summarized by the words Responsibilities, Skills, and Knowledge. And just last November, the Academy Board approved these outcomes. These are institutional learning goals towards which every effort at the Academy should be oriented. These Outcomes are further organized into a �tier� system, levels 1 through 4; 4 being the finest level of measurable detail. Armed with these outcomes, we are better prepared as an institution to integrate and optimize our educational efforts and learning experiences through intentionality, course sequencing and development of course content to produce transformational officers of character and provide a broad foundation for learning-focused initiatives. Adoption of these outcomes will greatly enhance our efforts as they provide the foundation upon which we build. Now, armed with USAFA outcomes, DF, CW and AD learning experiences, assessments and feedback can be derived from and aligned with these goals ... which allows us to make dramatic changes to how we package our curriculum.

28. �Responsibilities� -- Tier 2/3

29. �Skills� -- Tier 2/3

30. �Knowledge� � Tier 2/3

31. Dean of Faculty Composition Slide depicts authorized manning in various categories: Current manning: Military faculty 358 + civilian faculty 151 + military support 18 + civilian support 142 = 669 or 94% (669/711) We have a wonderful faculty and staff to help us motivate cadets toward their objectives. We are currently authorized over 700 faculty and staff to meet our mission needs. Of that total just over 500 are faculty. The faculty is divided into three components: 1. 64% rotating military - These are men and women that serve in the front-line efforts of our military who have the academic credentials to serve as faculty members for a 3-year period. They are fabulous role models for our cadets provide real-world insight into how the Academy experience will prepare them to succeed 2. 29% civilian faculty - These wonderful professionals provide academic depth and continuity 3. 7 % senior military - These military personnel provide academic depth and leadership to our organization 52% of our faculty have PhDs which is favorable when compared to the other military academies. %PhD: USAFA 52, USNA 60, USMA 40 This mix gives us depth in academic experience as well blue suits as role models for our cadets; continuity as well as fresh ideas from the field, stability and military culture. At the same time, the raw numbers allow us to increase cadet contact time with their instructors by keeping our classes small ... averages about 17 per class in our core courses. Our long-term goal for faculty distribution is 60-25-15Slide depicts authorized manning in various categories: Current manning: Military faculty 358 + civilian faculty 151 + military support 18 + civilian support 142 = 669 or 94% (669/711) We have a wonderful faculty and staff to help us motivate cadets toward their objectives. We are currently authorized over 700 faculty and staff to meet our mission needs. Of that total just over 500 are faculty. The faculty is divided into three components: 1. 64% rotating military - These are men and women that serve in the front-line efforts of our military who have the academic credentials to serve as faculty members for a 3-year period. They are fabulous role models for our cadets provide real-world insight into how the Academy experience will prepare them to succeed 2. 29% civilian faculty - These wonderful professionals provide academic depth and continuity 3. 7 % senior military - These military personnel provide academic depth and leadership to our organization 52% of our faculty have PhDs which is favorable when compared to the other military academies. %PhD: USAFA 52, USNA 60, USMA 40 This mix gives us depth in academic experience as well blue suits as role models for our cadets; continuity as well as fresh ideas from the field, stability and military culture. At the same time, the raw numbers allow us to increase cadet contact time with their instructors by keeping our classes small ... averages about 17 per class in our core courses. Our long-term goal for faculty distribution is 60-25-15

32. Accomplishing Learning Outcomes

33. Accomplishing Learning Outcomes Everything supports ethical development Everything supports ethical development

34. Class of 2011Core Curriculum This is a graphical representation that describes the Academy�s integrated �core� curriculum. The core is huge ... at 102 semester hours it is practically an entire academic program at other institutions of higher education. It is segmented based on content which translate nicely into academic divisions. At the Academy the core really is the major.This is a graphical representation that describes the Academy�s integrated �core� curriculum. The core is huge ... at 102 semester hours it is practically an entire academic program at other institutions of higher education. It is segmented based on content which translate nicely into academic divisions. At the Academy the core really is the major.