Please reflect on how faculty might respond to these situations Many students complain that we talk too fast for them to take good notes Many students complain that they do not know how to study for our tests or say the tests are impossible or not fair We feel we have a huge amount of material to cover in our courses We want our students to read literature in our field, so we give them specific articles to read and test them on the material without discussing it in class

This is their course: Getting students to take greater responsibility for their learning Phyllis Blumberg, Ph.D.

Outcomes of this session Participants will be able to: Assess the long term impact of who takes responsibility for learning Assess the long term impact of who takes responsibility for learning Discuss alternative ways to foster students to assume responsibility for learning Discuss alternative ways to foster students to assume responsibility for learning Begin planning for changes in your courses Begin planning for changes in your courses

What are the consequences in terms of student and faculty behaviors of these facts? College students are more diverse than they were previously College students are more diverse than they were previously Many college students are unprepared in terms of background and study skills Many college students are unprepared in terms of background and study skills Many college students are non-traditional, older or part-time Many college students are non-traditional, older or part-time Many college students hold additional responsibilities such as hours of employment or dependent care Many college students hold additional responsibilities such as hours of employment or dependent care Many college students have less motivation to work hard Many college students have less motivation to work hard

Consequences of current student characteristics Fewer students may be autonomous, responsible learners Fewer students may be autonomous, responsible learners Faculty adapt their teaching to fit requests/ needs of students Faculty adapt their teaching to fit requests/ needs of students What do faculty do to respond?

When faculty assume more responsibility for the students’ learning They direct how students learn They direct how students learn They determine what students will learn They determine what students will learn Faculty become the sole judges of how well students have learned Faculty become the sole judges of how well students have learned

When faculty assume more responsibility for the students’ learning Students remain passive Students remain passive Students lack confidence in their abilities to learn on their own Students lack confidence in their abilities to learn on their own Students do not become lifelong, self- directed learners Students do not become lifelong, self- directed learners

Does this sound familiar? Consider the four situations you reflected on initially in terms of who takes responsibility for learning Consider the four situations you reflected on initially in terms of who takes responsibility for learning How do the data on the previous slides effect you, your students, and how you teach? How do the data on the previous slides effect you, your students, and how you teach? What have you done to assume responsibility for your students’ learning? What have you done to assume responsibility for your students’ learning? How would you like to help your students take more responsibility for learning? How would you like to help your students take more responsibility for learning?

How much do you trust your students to take responsibility for their own learning? Not at all Not at all Somewhat Somewhat Mostly Mostly Completely Completely Hopefully the rest of this workshop will help you find ways to increase your trust in students in this regard by engendering skills so they can take this responsibility

What should faculty do to assist students? Most instructors do not use strategies to help our students take responsibility for their own learning Most instructors do not use strategies to help our students take responsibility for their own learning See the next slide for USciences data See the next slide for USciences data This workshop will offer some strategies This workshop will offer some strategies These strategies are part of an approach to teaching called learning/learner centered teaching These strategies are part of an approach to teaching called learning/learner centered teaching

Use of strategies to help students take responsibility for learning

We will discuss the philosophical overview and 6 ways faculty can assist students to take responsibility for learning (refer to blue sheet) 1. Taking responsibility for Learning 2. Developing skills for further learning 3. Developing self-directed, lifelong learning skills

6 ways faculty can increase student taking responsibility for learning (continued) 4. Developing their ability to assess their own learning 5. Developing proficiency at self- assessment of their strengths and weaknesses This is not the same as self-grading This is not the same as self-grading 6. Developing proficiency in information literacy skills

Peer teaching activity (12 minutes) Divide into groups of 5. Each person is responsible to teach others in groups about 1 skill (components numbered 2-6 on your handout) 2 minute self-study with a focus on the example given Take turns teaching each other with each person taking about 2 minutes to describe the skill I will be happy to answer questions, clarify ideas, etc.

Choose a skill or component you might want to assist students to develop From among those you just discussed, select a skill/component you want to focus on From among those you just discussed, select a skill/component you want to focus on Choose on the basis of what these students need the most, or would help students learn better Choose on the basis of what these students need the most, or would help students learn better I have questions to help you you teach this specific skills- 10 minute individual exercise I have questions to help you you teach this specific skills- 10 minute individual exercise

2 part small group activity (20 minutes) Groups will be working on the same skill Groups will be working on the same skill Part 1- consider possible changes Part 1- consider possible changes Consider which changes you might make Consider which changes you might make Agree upon 1-2 possible changes Agree upon 1-2 possible changes Part 2- planning for transformation Part 2- planning for transformation Discuss the answers to the questions on the planning for transformation form for the selected component Discuss the answers to the questions on the planning for transformation form for the selected component

Complete the planning for transformation form (green sheet) as a group or individually Use the form as a stimulus to plan how you can assist your students to take responsibility for their learning on this component Pay special attention to the following tactical questions

Answer tactical planning questions What do you need to do, decide prior to making changes? What do you need to do, decide prior to making changes? Identify obstacles or challenges that need to be overcome Identify obstacles or challenges that need to be overcome Identify strategies for overcoming obstacles Identify strategies for overcoming obstacles Identify necessary resources Identify necessary resources How can you get students to accept this change? How can you get students to accept this change?

Any questions or feedback?

Reports from the groups