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holistic learning-centeredness: De-Centering the university

AAC&U Conference on General Education and Assessment Boston 1 March 2013. holistic learning-centeredness: De-Centering the university. David S. Goldstein, Ph.D. University Learning: Two Models, Two Levels. Outdated Model. Current and Proposed Model. Teacher-Centered Learning

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holistic learning-centeredness: De-Centering the university

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  1. AAC&U Conference on General Education and Assessment Boston 1 March 2013 holistic learning-centeredness:De-Centeringthe university David S. Goldstein, Ph.D.

  2. University Learning:Two Models, Two Levels Outdated Model Current and Proposed Model • Teacher-Centered Learning • University-Centered Learning • Student-Centered Learning • Holistically Student-Centered Learning Classroom Level Institution Level

  3. Teacher-Centered Model(outdated model on micro level) • Teacher is the locus of learning • Teacher talks to students • Students interact only with teacher (if at all) • Each student learns only from teacher

  4. Student-Centered Model(current model on micro level) • Focus on how students are learning, what they experience, and how they engage in the learning context • Emphasizes student outcomes rather than teaching • Conceptual shift from: I will tell you this and therefore you will learn to: I want to help you in ways that are effective for you and match your needs Source: RMIT, http://www.teaching.rmit.edu.au/progimprov/sclearn.html

  5. Student-Centered Model(current model on micro level) • Each student is the locus of learning • Students interact with teacher and with each other • Each student learns from everyone in classroom

  6. Where do students learn?

  7. Student-Centered Model(proposed model on macrolevel) • Student learns in many life contexts • University is one locus of learning among many

  8. Student-Centered Model(proposed model on macrolevel) • University is uniquely situated to help students make sense of all learning from all contexts

  9. Student-Centered Model(proposed model on macrolevel) • Students achieve learning goals in numerous ways • University provides some—perhaps most—but not all of those learning experiences

  10. Implications in the Classroom • Teachers need to bring students’ experiences into the classroom • Enable students to make connections among curricular, co-curricular, and extra-curricular learning

  11. Implications in the University • Universities can provide support for students to connect all learning • ePortfolios • Faculty development • Universities can assess student learning from all sources • Universities can modify curricula to supplement, enhance, and expand upon students’ other learning

  12. Thank you! David Goldstein, Ph.D. University of Washington Bothell dgoldstein@uwb.edu

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