PROMOTING INTEGRATIVE LEARNING, PROGRAM-WIDE

PROMOTING INTEGRATIVE LEARNING, PROGRAM-WIDE

Discussion Led by:

L. Dee Fink, Ph.D.Educational Consultant in Higher

Education

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AAC&U“Integrative Learning & the

Departments”July 9 - 12, 2014

Promoting Integrative Learning

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TWO UNDERLYING PERSPECTIVES:

All universities need to…

1.Be Learning-Centered

2.Work on Continuous

Improvement


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ORGANIZATIONAL Operation

Campus CULTURE

PEOPLE: Faculty, Students, Staff,

Admin.

EDUCATIONAL PROGRAM:

Curriculum, Teaching

LEARNING: Learning

Experiences

Enhancing Institutional & Faculty Capabilities

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COURSE-CENTERED INSTITUTION


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ORGANIZATION: Curriculum Committee: Decide on Courses

Evaluate Teaching: Student Ratings of Courses

PEOPLE:

FACULTY: Knowledge Qualifications?

STUDENTS: GPA, Retention Rate


COURSES: Major, Gen. Ed.

COURSE-CENTERED INSTITUTION


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Campus CULTURE

PEOPLE: Faculty, Students, Staff, Admin.



LEARNING:

Learning Experiences

Promoting Better Teaching & Learning

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Program-Wide

Learning Goals/Outcomes

= What specific kinds of learning

do you want ALL graduates, to

achieve – regardless of their

major?

- For example:

• Integrative Learning

• And other??


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Campus CULTURE




LEARNING:

Learning Experiences


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Learning Experiences:

They occur in different settings:

I. In Residential Programs

• In courses:

• Required, Optional, Special

• In Student Affairs Programs

• Life Experiences

II. Online Programs:

• In courses

• Life Experiences


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Campus CULTURE




LEARNING: Learning Experiences


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Educational Program:

Map Goals into

Curriculum

Assess the PW-LG’s

Program-Wide Learning Goals

(PW-LG)


Program-Wide Learning Goals:

Integrative Learning

Communi-cation Skills

People Skills

Critical Thinking

(And So Forth)

Fresh.

Soph.

Junior

Senior

• XXX

• XXX

• XXX

• XXX

• XXX

• XXX

• XXX

• XXX

• XXX

• XXX

• XXX

• XXX

• XXX

• XXX

• XXX

• XXX

• XXX

• XXX

• XXX

• XXX


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Map Goals into

Curriculum



(PW-LG)


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ASSESSING YOUR EDUCATIONAL PROGRAM:

I. During the Program (Process)

A.Internal Procedures

B. External Procedures

II. After the Program (Product)


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A. Internal Procedures

B.External Procedures



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1.Internal Procedures

2.EXTERNAL PROCEDURES:

• National Survey of Student Engagement (NSSE)

• Collegiate Learning Assessment (CLA)

• Measure of Academic Proficiency & Progress (MAPP)

• Collegiate assessment of Academic Proficiency (CAAP)


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A. Internal Procedures

B. External Procedures


A. Survey of graduating seniors,

alumni


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Map Goals into

Curriculum



(PW-LG)


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Campus CULTURE

PEOPLE:

Faculty, Students, Staff, Admin.





PEOPLE: Especially FACULTY

1. How can we SELECT (re: hire) the right people, esp. new faculty, who have the initial capabilities, i.e., the knowledge, skills and attitudes, that they need?

2. How can we help them DEVELOP the additional capabilities they will need, on an on-going basis?


Developing FACULTY CAPABILITIES

as Educators:

Problem: No prior training in… • how to design instruction, • how to evaluate student

learning,• how to motivate students, • how to handle large classes, • etc.

Solution: In-Service Training

• On-Going, throughout their entire career


Establish an Campus-Based

FACULTY DEVELOPMENT PROGRAM

•PURPOSE: Offer activities each year that enable faculty to improve their instructional capabilities

•DIRECTOR: Someone for whom this is their primary professional responsibility

•(See handout for additional comments)


Getting Better Over Time

A

Everyone’s Potential

Quality of

Teaching

(now) Time

B


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Developing STUDENT

Capabilities:

What do we want students to be able to

do, as students?


St1 St2

Teacher/Coach


St1 St2

Meta-Learner:?

Teacher/Coach

•


St1 St2

Own Learning &Development:Can assess & modify…

Meta-Learner:?

Their Beliefs

Their Ways of Thinking

Their Performance

Their Values

Teacher/Coach

•

One Who Takes Charge of their…


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Developing STUDENT

Capabilities:

What do we want students to be able to do, as

students?

Answer: Become META-

LEARNERS


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Developing STUDENT Capabilities:

I. Establish Expectations

• Campus publicity

• New and different kind of orientation to college (New Ideas on This??)

II. Provide Support

III. Assess and Reward

Year-to-year Learning Portfolios


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Learning Portfolios: KEY QUESTIONS

1. WHAT did you learn?

2. HOW did you learn?

• What helped you learn?

• What didn’t help you learn?

3. SIGNIFICANCE FOR YOU, of what you learned?

4. Plan for FUTURE LEARNING:

• WHAT ELSE do you want/plan to learn?

• HOW will you learn that?


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Students Build a Learning Portfolio

Curriculum (formal coursework)

Co-Curriculum (student affairs)

LEARNING PORTFOLIOS:

Helping Students Take Charge of Their Own Learning

Student’s Time in College

Regular Life Activities


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Students Build a Learning Portfolio

Curriculum (formal coursework)

Co-Curriculum (student affairs)

LEARNING PORTFOLIOS:

Helping Students Take Charge of Their Own Learning

Student’s Time in College

Regular Life Activities


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Campus CULTURE






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Campus CULTUR

E






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CAMPUS CULTURE:

•Campus culture is comprised of…

• Values: This is what we care about

• Beliefs: This is how things happen

• Symbols: This represents us


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Campus CULTURE






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Key Components of

ORGANIZATIONAL OPERATION

Educational

Programs

Policies &Procedure

s

Organizational

Structure

Educational

Goals

Assessment of

InstitutionalGoals


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Policies & Procedures Regarding FACULTY WORK:

Establish Expectation

s

Assess &

Reward

ProvideSupport


1. Establish EXPECTATIONS

• Hire faculty who want to “learn & get better”

• Beginning of year: Plan faculty work

2. Provide SUPPORT

• Open up TIME

• Provide campus-wide fac. dev. activities

3. ASSESS & REWARD

• Add “Professional Development” as a Major Criterion for: Annual Evaluations, P&T

• Assess teaching more holistically

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% of Time:

1. Teaching _____

2. Research _____

3. Service _____

TOTAL: 100%

PRIMARY DIMENSIONS OF FACULTY WORK

4. Professional Enhancement _____

• Teaching• Research• Service• Professional Self-Management

Quality of Work:


1. Establish EXPECTATIONS

• Hire faculty who want to “learn & get better”

• Beginning of year: Plan faculty work

2. Provide SUPPORT

• Open up TIME

• Provide campus-wide fac. dev. activities

3. ASSESS & REWARD

• Add “Professional Development” as a Major Criterion for: Annual Evaluations, P&T

• Assess teaching more holistically

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Knowledge ofsubject matter

Design learning experiences

Interactions with students

Coursemanagement

FOUR FUNDAMENTAL

TASKS of Teaching

FOUR FUNDAMENTAL

TASKS of Teaching

GETTING BETTER

Over Time

GETTING BETTER

Over Time

Assess the effectiveness of one’s own

teaching

Acquire new ideas on teaching

Reflect on what else one needs

to learn

Try new ways of teaching

Impact on STUDENT LEARNING

Impact on STUDENT LEARNING

• DURING the course

• END of the course

• AFTER the course


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Assess TEACHING More Holistically

1. Did they DESIGN THEIR COURSES well?

2. Did they INTERACT/COMMUNICATE with students well?

3. Did the course experience result in SIGNIFICANT KINDS OF STUDENT LEARNING?

4. Did the faculty member make a significant effort to IMPROVE their teaching?


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1. Course Design

2. Interaction with students

3. Student Learning

4. Getting Better as a Teacher

CRITERIA: SOURCES OF INFORMATION:


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1. Course Design • Course materials:• Syllabus, assignments,

assessment tools

2. Interaction with students

• Student questionnaires• Engaging? Motivating?

Inclusive? Fair?

3. Student Learning

• Products of student work• Samples (high, medium,

low)

4. Getting Better as a Teacher

• Faculty self-report• What did you do to LEARN?

What CHANGES did you make?

CRITERIA: SOURCES OF INFORMATION:


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Key Components of

ORGANIZATIONAL OPERATION

Educational

Programs

Policies &Procedure

s

Organizational

Structure

Educational

Goals

Assessment of

InstitutionalGoals


THE END!THE END!

Higher Education: Let’s make it all that it can be and needs to be!

Documents

PROMOTING INTEGRATIVE LEARNING, PROGRAM-WIDE