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
Promoting Integrative Learning
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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
Promoting Integrative Learning
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ORGANIZATION: Curriculum Committee: Decide on Courses
Evaluate Teaching: Student Ratings of Courses
PEOPLE:
FACULTY: Knowledge Qualifications?
STUDENTS: GPA, Retention Rate
EDUCATIONAL PROGRAM:
COURSES: Major, Gen. Ed.
COURSE-CENTERED INSTITUTION
Promoting Integrative Learning
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ORGANIZATIONAL Operation
Campus CULTURE
PEOPLE: Faculty, Students, Staff, Admin.
EDUCATIONAL PROGRAM:
Curriculum, Teaching
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??
Promoting Integrative Learning
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ORGANIZATIONAL Operation
Campus CULTURE
PEOPLE: Faculty, Students, Staff, Admin.
EDUCATIONAL PROGRAM:
Curriculum, Teaching
LEARNING:
Learning Experiences
Promoting Integrative Learning
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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
Promoting Integrative Learning
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ORGANIZATIONAL Operation
Campus CULTURE
PEOPLE: Faculty, Students, Staff, Admin.
EDUCATIONAL PROGRAM:
Curriculum, Teaching
LEARNING: Learning Experiences
Promoting Integrative Learning
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Educational Program:
Map Goals into
Curriculum
Assess the PW-LG’s
Program-Wide Learning Goals
(PW-LG)
Promoting Integrative Learning
Program-Wide Learning Goals:
Integrative Learning
Communi-cation Skills
People Skills
Critical Thinking
(And So Forth)
Fresh.
Soph.
Junior
Senior
• XXX
• XXX
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• XXX
• XXX
• XXX
• XXX
• XXX
• XXX
• XXX
• XXX
• XXX
• XXX
• XXX
• XXX
• XXX
• XXX
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Promoting Integrative Learning
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Educational Program:
Map Goals into
Curriculum
Assess the PW-LG’s
Program-Wide Learning Goals
(PW-LG)
Promoting Better Teaching & Learning
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ASSESSING YOUR EDUCATIONAL PROGRAM:
I. During the Program (Process)
A.Internal Procedures
B. External Procedures
II. After the Program (Product)
Promoting Better Teaching & Learning
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ASSESSING YOUR EDUCATIONAL PROGRAM:
I. During the Program (Process)
A. Internal Procedures
B.External Procedures
II. After the Program (Product)
Promoting Better Teaching & Learning
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ASSESSING YOUR EDUCATIONAL PROGRAM:
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)
Promoting Better Teaching & Learning
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ASSESSING YOUR EDUCATIONAL PROGRAM:
I. During the Program (Process)
A. Internal Procedures
B. External Procedures
II. After the Program (Product)
A. Survey of graduating seniors,
alumni
Promoting Better Teaching & Learning
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Educational Program:
Map Goals into
Curriculum
Assess the PW-LG’s
Program-Wide Learning Goals
(PW-LG)
Promoting Better Teaching & Learning
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ORGANIZATIONAL Operation
Campus CULTURE
PEOPLE:
Faculty, Students, Staff, Admin.
EDUCATIONAL PROGRAM:
Curriculum, Teaching
LEARNING: Learning Experiences
Promoting Integrative Learning
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?
Promoting Integrative Learning
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
Promoting Integrative Learning
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)
Promoting Integrative Learning
Getting Better Over Time
A
Everyone’s Potential
Quality of
Teaching
(now) Time
B
Promoting Integrative Learning
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Developing STUDENT
Capabilities:
What do we want students to be able to
do, as students?
Promoting Integrative Learning
St1 St2
Teacher/Coach
Promoting Integrative Learning
St1 St2
Meta-Learner:?
Teacher/Coach
•
Promoting Integrative Learning
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…
Promoting Integrative Learning
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Developing STUDENT
Capabilities:
What do we want students to be able to do, as
students?
Answer: Become META-
LEARNERS
Promoting Integrative Learning
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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
Promoting Integrative Learning
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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?
Promoting Integrative Learning
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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
Promoting Integrative Learning
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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
Promoting Integrative Learning
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ORGANIZATIONAL Operation
Campus CULTURE
PEOPLE: Faculty, Students, Staff, Admin.
EDUCATIONAL PROGRAM:
Curriculum, Teaching
LEARNING: Learning Experiences
Promoting Integrative Learning
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ORGANIZATIONAL Operation
Campus CULTUR
E
PEOPLE: Faculty, Students, Staff, Admin.
EDUCATIONAL PROGRAM:
Curriculum, Teaching
LEARNING: Learning Experiences
Promoting Integrative Learning
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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
Promoting Integrative Learning
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ORGANIZATIONAL Operation
Campus CULTURE
PEOPLE: Faculty, Students, Staff, Admin.
EDUCATIONAL PROGRAM:
Curriculum, Teaching
LEARNING: Learning Experiences
Promoting Integrative Learning
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Key Components of
ORGANIZATIONAL OPERATION
Educational
Programs
Policies &Procedure
s
Organizational
Structure
Educational
Goals
Assessment of
InstitutionalGoals
Promoting Integrative Learning
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Policies & Procedures Regarding FACULTY WORK:
Establish Expectation
s
Assess &
Reward
ProvideSupport
Policies & Procedures Regarding FACULTY 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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% 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:
Policies & Procedures Regarding FACULTY 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
Promoting Integrative Learning
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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?
Promoting Integrative Learning
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1. Course Design
2. Interaction with students
3. Student Learning
4. Getting Better as a Teacher
CRITERIA: SOURCES OF INFORMATION:
Promoting Integrative Learning
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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:
Promoting Integrative Learning
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Key Components of
ORGANIZATIONAL OPERATION
Educational
Programs
Policies &Procedure
s
Organizational
Structure
Educational
Goals
Assessment of
InstitutionalGoals
Promoting Integrative Learning
THE END!THE END!
Higher Education: Let’s make it all that it can be and needs to be!