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Learning by design: A faculty learning community WASC ARC APRIL 23, 2014. Cal State LA. Catherine Haras David Connors California State University, Los Angeles. Program review.
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Learning by design: A faculty learning community WASC ARCAPRIL 23, 2014 Cal State LA Catherine HarasDavid Connors California State University, Los Angeles
Program review A formal performance review procedure for all existing degree programs on campus in order to assess periodically both the quantitative and qualitative viability of each undergraduate and graduate program in the total context of offerings. - Cal State LA Faculty Handbook Haras | Connors
Program review Haras | Connors
Assessment The process by which academic institutions evaluate student progress in learning and success in achieving educational goals. - Cal State LA Faculty Handbook Haras | Connors
Assessment Haras | Connors
Program review What my friends think I do. Haras | Connors
Program review What the faculty think I do. Haras | Connors
Program review What I think I do. Haras | Connors
Some background The Director of Program Review and the Director of CETL were curious whether we could get faculty to “assess” a course holistically-- as part of a course structure. We tried not to use the word assessment. Haras | Connors
The Institute • Pairs of faculty worked together to redesign a required course (N=15) • We met three consecutive Fridays • We originally used the Dee Fink taxonomy of significant learning as a model Haras | Connors
Our premise Assessment is a natural part of the teaching process. Haras | Connors
Exercise! • Jot down 3-5 words that describe your discipline. • Now name 3 things your discipline values. • Find a partner. • Jot down 3-5 words you feel describes their (your partner’s) discipline. • Name 3 things you think this discipline values. • SHARE with each other. Haras | Connors
debrief • What prior knowledge did you need to do this exercise? • How did you acquire that knowledge? Haras | Connors
Program review • What prior knowledge do you need to do program review? • How do you acquire that knowledge? Haras | Connors
Our premise Faculty who can articulate the values of their discipline—which in turn inform their course—will help their students care [learn]. Haras | Connors
‘’Care’ in program context Course learning goals can (and should) set a standard of expectation of care for the class. Course goals that care may produce program outcomes that measure skills and attitudes. Haras | Connors
‘Care’ in course context For students: Expressed as motivation, curiosity, concern or interest in learning in your course(Affect). For Faculty: Designing an intentional learning experience which fosters student motivation, curiosity, concern or interest. Haras | Connors
Fink’s Significant Learning Matrix, 2003 Haras | Connors
Foundational knowledge Course content Disciplinary frameworks Expertise Haras | Bondad-Brown
Most course outcomes Most program review outcomes Haras | Bondad-Brown
ValuesAttitudes, habits, dispositions Whether the course matters Whether the major is a good fit Self-awareness Motivation Care Haras | Bondad-Brown
Exercise! A year or two after my course is over, I want and hope that my students will be able to: Haras | Connors
Longitudinal effects of teaching Two years from now you meet a former student on the street. What do you hope they will tell you they learned from your class? Haras | Connors
Create a caring goal Write a caring goal that you think represents the notion of “care” for your discipline. Haras | Connors
Why ‘care’? • Sustained changes in behaviors and/or beliefs • Increased self-awareness • Positive attitudes • Improved performance Haras | Connors
How does your discipline ‘care’? Accounting Usefulness Chemistry Precision (measurement) Nursing Patient wellness Philosophy Quality of argument Mechanical Engr Conceptualization Haras | Connors
Can you assess ‘care’? Accounting Client memo Biochemistry Lab: measurement activities Nursing Pain management protocol History Source evaluation exercises Haras | Connors
Our Redesign Model Haras | Bondad-Brown
Our other premise Faculty who can fully imagine |represent |analogizea course for their students will encourage their students to care [learn]. Haras | Connors
Our Institute metaphor Origami Haras | Connors
Exercise! This week, think about a song, a workof art, or a thing that personifiesa course you currently teach. What’s your metaphor? Haras | Connors
Anecdotal observations Designing caring outcomes helped reconciled course goals with assessment. The process was extensible to the program. The metaphor was effective at revealing course structure. The process allowed faculty to reflect upon their own attitudes and dispositions. Haras | Connors
Structure a course for care Use an integrating question and graphics to illustrate your course. (Your metaphor comes alive here). Build course content on analogies and other representative devices, which tap into students’ prior knowledge and act as bridges to new knowledge. Allow students to reflect on their own processes-- self- awareness is the strongest motivator. Haras | Connors
Structure a course that anticipates program review Automated reflections can be used in the aggregate for program review. Evaluations are a form of feedback (assessment) --for students and instructors. Haras | Connors
Tips for a good institute • Pick strong people the first time • PAIRS only: a Chair and someone enthusiastic (young) from the department • Multiple disciplines work best • Model the process • ALL students are novices- don’t use PR jargon Haras | Connors
Institute Structure Faculty attitudes towards teaching Principles of pedagogyTeaching frameworksInstitute Model Content Knowledge Care Metacognition Connection Application Creating a course structure designed for student learning Using content to drive authentic goals/assessment Haras | Bondad-Brown, 2014
Thanks Catherine HarasDirector, Center for Effective Teaching and Learning (CETL)California State University, Los Angeles charas@calstatela.edu David ConnorsDirector, Program Review and AssessmentCalifornia State University, Los Angelesdavid.connors@calstatela.edu Haras | Connors