Supporting Student-Centered Learning in a Project-Based Course

A. Rani Elwy, PhD & Rob Schadt, EdDCEIT, March 2, 2012

It all started with the BUSPH Innovations in Teaching Program…

Year-long program in the 2009-2010 academic year

Old model: instructors take responsibility for their students’ learning Define what will be learned Direct how it will be learned Determine how well it is learned

New model: proactive development

of responsibility for learning skills

Developing Learner-Centered Teaching (Blumberg, 2009)

Five Dimensions of Learner-Centered Teaching

1)Role of Content2)Role of the Instructor3)Responsibility for Learning4)Purposes and Processes of

Assessment5)Balance of Power

Instructor-Centered

Learner-Centered

Responsibility for Learning

1) Increasing opportunities2) Skills for present and future3) Self-directed skills4) Self-assessment of learning5) Self-assessment of strengths &

weaknesses6) Information literacy skills

Excerpt of Sample Rubric for the Responsibility for Learning Dimension

The Rubric for the Responsibility for Learning Dimension

Component Employs Instructor-Centered

Approaches

Transitioning to Learner –Centered

Approaches

Employs Learner -Centered

Approaches

Lower Level of

Transitioning

Higher Level of

Transitioning

4. Students’ Self Assessment of their Learning

Instructor -1)believes that instructors alone assess learning (or)2) Does not consider self-assessment of learning relevant

Instructor does not direct students to assess their own learning

Instructor sometimes directs students to assess their own learning

Instructor motivates students to routinely assess their own learning

PM755: The Shape of Health Care Delivery

Bringing real-world health care delivery problems to a health policy and management classroom

How can students learn best?

Empowering Students through Increasing their Responsibility

http://sph.bu.edu/otlt/pm755/donahue/

Increasing Opportunities

A continuum between instructor taking full responsibility and the student taking increasing responsibility

PM755 example: Field-based interviews with health care delivery experts identified by students

Skills for Present and Future

Time management Self-monitoring Goal setting How to do independent reading How to conduct original research

PM755 example: the continuum from identifying a health care delivery problem to developing an innovation for implementation

Self-Directed Skills

Determining a personal need to know more

Knowing who to ask or where to seek information

Determine when need is met Developing awareness of own

learning abilities

PM755 Example: Asking for help

Self-Assessment of Learning

Instructor motivates students to routinely and appropriately assess their own learning

PM755 Example: Reflection on interviews

Reflection on Interviews

“This interview was a really great experience. Dr. X was very knowledgeable, and her expertise was evident throughout this enlightening conversation. My conversation with her helped me to develop a different perspective on the cause of the underutilization of preventive services by adolescents. The causes identified in my outline for the policy brief are all related to access to care. However, Dr. X helped me realize that one of the main causes may be a lack of adequate privacy measures . As a result, I am expanding my research to include this aspect. Furthermore Dr. X was helpful in identifying another field expert, who I could contact to discuss the role of school-based health centers in increasing the utilization of preventive health services.”

Self-Assessment of Strengths and Weaknesses

Instructor encourages students to become proficient at self-assessment

PM755 Example: Peer- and self-assessment following presentation of innovation to health care executive

Reflective Learning

PEER-ASSESSMENT

1. Great graphics, clear understanding of topic, spoke at a great pace

2. A little more explanation of how policy would be implemented without cost increases was needed

SELF-ASSESSMENT

1. I thought I used visual models easily and brought up cultural impact well.

2. I had made the decision not to include too many numbers in my presentation (to simplify) but realized I should have had more data readily available

Information Literacy Skills

Framing questions Accessing and evaluating resources Evaluating content Using information legally

PM755 Example: Searching for a topic, identifying a health care expert

Pitfalls and Lessons LearnedPITFALLS

Taking the easy way out and not “going out on a limb”

Not initially recognizing the skills needed for these assignments translate into real life

LESSONS LEARNED

Provide feedback from past students on how they wished they had thought more about future impacts

Spend first class discussing why student-centered learning is important for skills required in future job

Students Responses to Learner-Centered Teaching

“This is an excellent class since it not only helped me acquire new knowledge in the areas of healthcare delivery but also helped me develop professional skills such as interviewing experts and giving presentations in a concise manner. Highly recommended to those who are looking for such a combination.”

“Very clear and precise course and assignment objectives were provided.”

“This course seemed a little amorphous, and at times I wasn't sure exactly what the objectives were.”

We can only get here if we make students

responsible for this kind of learning!