“developing faculty capabilities to support integrative learning a session led by: l. dee fink,...

“Developing Faculty Capabilities to Support

Integrative LearningA Session Led by:

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

Education

AAC&U Institute

CSU-Fullerton

July 9-13, 2014

Improving Your Educational Program

Institution

Department

Course

ALIGNING LEARNING OUTCOMES (LO)

LO

LO

LO

LO

LO

LO

LO

LO

LO

LO

LO

LO

LO

LO

LO

LO

Getting Better Over Time

A

Everyone’s Potential

Quality of

Teaching

(now)Time

B

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

The Learning Cycle:

3 WAYS OF LEARNING

SHARE

COLLEAGUES

2

Ideas/Literature onCOLLEGE TEACHING

3

1

LEARN

USE

REFLECT

ASSESS

RATE of Improvement from:

DIFFERENT WAYS of Learning About Teaching

1 + 2 + 3: Ideas from Literature on College Teaching

Quality of

Teaching

(now) Time

1 + 2: Learning from Others

1: Only from Own Experience

1991 – ACTIVE LEARNING

1991 – COOPERATIVE LEARNING

1992 – LEARNING STYLES

1993 – CLASSROOM ASSESSMENT TECHNIQUES1995 – CRITICALLY REFLECTING ON YOUR OWN

TEACHING

1995 – EVALUATING YOUR OWN TEACHING

1995 – EMOTIONAL INTELLIGENCE

1991 - 1995

1996 – TEACHING STUDENTS HOW TO

ENGAGE IDEAS

1997 – TEACHING PORTFOLIO

1997 – DEEP LEARNING

1998 – EFFECTIVE GRADING RUBRICS

1998 – IN-DEPTH UNDERSTANDING OF

ONESELF AS A

PERSON/TEACHER

1996 - 2000

1998 – SERVICE LEARNING

1998 – STRUCTURED ASSIGNMENTS FOR

SMALL GROUPS

1996 – 2000 (cont.)

1999 – PEER REVIEW OF

TEACHING

1999 – LEARNING COMMUNITIES

2001 – 2004

2001 - PROBLEM-BASED LEARNING

2002 – HOW THE BRAIN WORKS

2002 – LEARNER-CENTERED TEACHING

2003 – A TAXONOMY OF SIGNIFICANT

LEARNING

2003 – INTEGRATED COURSE DESIGN

2001 – 2004 (cont.)

2004 – THEORIES OF LEARNING AND

MOTIVATION

2004 – TEAM-BASED LEARNING

2004 – LEARNING PORTFOLIOS

2004 – INQUIRY-GUIDED LEARNING

2004 – FORMATIVE FEEDBACK

2004 – WHAT THE BEST COLLEGE

TEACHERS DO

2005 - 2008

2005 – TEACHING INCLUSIVELY

2005 – LEADING DISCUSSIONS

2005 – FINDING JOY IN TEACHING

2006 – CONSTRUCTING COLLEGE

COURSES

2006 – SKILLFUL TEACHING

2007 – TEACHING LARGE CLASSES

2008 – TEACHING CREATIVITY

2009 – 2013

2009 – EXAMPLES OF “INTEGRATED COURSE DESIGN”

2010 – STUDENT ENGAGEMENT TECHNIQUES

2010 – HOW LEARNING OCCURS: 7 PRINCIPLES

2012 – TEACHING FOR CRITICAL THINKING

2012 – USING TECHNOLOGY OUTSIDE OF CLASS

2013 – CREATING SELF-REGULATING LEARNERS

2013 – LEARNING BETTER BY UNDERSTANDING THE BRAIN

Developing Faculty Capabilities

High Impact Teaching Practices

1. Learning-centered COURSE DESIGN, includes use of:

• ACTIVE LEARNING• EDUCATIVE ASSESSMENT• reflective writing, e.g., LEARNING

PORTFOLIOS

2. Effective use of SMALL GROUPS

3. Helping students LEARN ABOUT LEARNING

4. Creating the RIGHT RELATIONSHIPS with

students

5. SERVICE LEARNING

Developing Faculty Capabilities

My Email: dfink40@gmail.com

Developing Faculty Capabilities

THE END!THE END!

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