1. INTEGRATED COURSE DESIGN FOR SIGNIFICANT LEARNING Stewart Ross, Ph.D. September 21 and 22, 2009 Presented at Morehead State University A Workshop Offered by:

2. Goals of Session FOUNDATION KNOWLEDGE: Basic terms and concepts APPLICATION: How to use the model of Integrated Course Design INTEGRATION: Connect ideas from the Scholarship of Teaching & Learning (SoTL) with your own work as an educator. HUMAN DIMENSION: –Self: Be more confident that you can do this –Other: Work with others to create more powerful designs CARING: Identify the value of course design in teaching LEARNING HOW TO LEARN : Know what else you want to learn about (after the workshop )

3. Workshop Agenda Meet each other Look at issues in teaching and learning related to course design IF-AT Quiz on Integrated Course Design Dream Exercise Present model of Integrated Course Design Case studies of Integrated Course Design

4. Designing Courses for Significant Learning Ice Breaker: “A Vision of Today’s Students ”

5. Designing Courses for Significant Learning BETTER STUDENT LEARNING BETTER TEACHING which requires FACULTY LEARNING ABOUT TEACHING which requires BETTER INSTITUTIONAL SUPPORT which requires We want… IMPROVING TEACHING AND LEARNING

6. Designing Courses for Significant Learning Getting Better Over Time A Everyone’s Potential Quality of Teaching (now) Time B

7. Designing Courses for Significant Learning From: “TEACHING” To: “LEARNING” What is the difference? Leads to new questions about our work as teachers. PARADIGM SHIFT IN COLLEGE TEACHING

8. Designing Courses for Significant Learning PARADIGM SHIFT IN COLLEGE TEACHING From: “TEACHING” To:“LEARNING” What is the difference? Leads to new questions about our work as teachers.

9. Designing Courses for Significant Learning From: “TEACHING” To: “LEARNING” What is the difference? Leads to new questions about our work as teachers. WHAT should we be doing? PARADIGM SHIFT IN COLLEGE TEACHING

10. 3 FEATURES OF A HIGH QUALITY LEARNING EXPERIENCE 1. Students are: ENGAGED 2. Student effort results in: SIGNIFICANT & LASTING LEARNING 3. The learning: ADDS VALUE During Course/College:After College: End of course

12. Five Minute University “Father Sarducci”

13. Designing Courses for Significant Learning From: “TEACHING” To: “LEARNING” What is the difference? Leads to new questions about our work as teachers. WHAT should we be doing? HOW do students learn? PARADIGM SHIFT IN COLLEGE TEACHING

14. Designing Courses for Significant Learning HOW DO PEOPLE LEARN? 1.Transmit Knowledge?

15. Transmission Of Knowledge

16. Designing Courses for Significant Learning HOW DO PEOPLE LEARN? 1.Transmit Knowledge? 2.Constructivism

17. Designing Courses for Significant Learning Constructivist View of Learning We can transmit “INFORMATION.” But people have to take that information and CONSTRUCT their own understanding of it, and figure out what they can do with it.

18. Designing Courses for Significant Learning HOW DO PEOPLE LEARN? 1.Transmit Knowledge? 2.Constructivism 3.Social Constructivism

19. Designing Courses for Significant Learning Social Constructivism: We can construct our understanding of anything by ourselves, but... it usually works much better to collaborate and dialogue with others

20. Designing Courses for Significant Learning Managing the Course FUNDAMENTAL TASKS OF TEACHING Knowledge of the Subject Matter Interacting with Students Designing Learning Experiences Beginning of the Course

21. Designing Courses for Significant Learning Question: What are common problems you face as teachers? (related to teaching and learning issues)

22. Designing Courses for Significant Learning Common Teaching Problems Lack of Interest: “Students are bored with my class and lose interest quickly.” Poor Preparation: “Students don’t do the assigned readings before class.” Poor Retention of Learning: “Students do well on the test, but on the next test or in the next course, they seem to forget everything they learned earlier.”

23. Designing Courses for Significant Learning 1. Enhance the teacher’s lecturing skills. 2. Use more material from “cutting edge” research. 3. Re-design the course to replace lecturing with more active learning. Lack of Interest

24. Designing Courses for Significant Learning 1. Assign more severe penalties for not doing the readings beforehand. 2. Give students a pep talk. 3. Re-design the course to give students a reason to do the readings. Poor Student Preparation

25. Designing Courses for Significant Learning 1. Make the tests better (or tougher) 2. Require students to complete a refresher course 3. Re-design the course to give students more experience with using what they have learned Poor Retention of Learning

26. Designing Courses for Significant Learning Readiness Assurance Test (RAT) www.epsteineducation.com

27. Designing Courses for Significant Learning 3 Ways of Designing Courses: 1. “List of Topics” 2. “List of Activities” 3. Need a way of designing courses that is: Systematic Integrated Learning-Centered

28. S i t u a t i o n a l F a c t o r s INTEGRATED COURSE DESIGN: Key Components Learning Goals Feedback & Assessment Teaching & Learning Activities

29. Criteria of “GOOD” Course Design S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis Learning Goals Significant Learning Educative Assessment Active Learning Teaching Strategy Feedback & Assessment Teaching and Learning Activities

30. Criteria of “GOOD” Course Design S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis Learning Goals Significant Learning Educative Assessment Active Learning Teaching Strategy Feedback & Assessment Teaching and Learning Activities

31. Designing Courses for Significant Learning Situational Factors: Collecting information about… Specific Context Expectations by people outside the course Nature of the Subject Nature of Students Nature of Teacher

32. Designing Courses for Significant Learning Situational Factors Specific Context of the Teaching/Learning Situation –Number of students –Level of course –Time structure –Delivery: Live – Hybrid – Online Expectations of Others: –What expectations are placed on this course or curriculum by: Society? The University, College and/or the Department? The Profession?

33. Designing Courses for Significant Learning Nature of the Subject –Primarily theoretical, practical, or some combination? –Convergent or divergent? –Important changes or controversies occurring? Characteristics of the Learners –Their life situation (e.g., working, family, professional goals)? –Their prior knowledge, experiences, and initial feelings? –Their learning goals, expectations, and preferred learning styles?

34. Designing Courses for Significant Learning Characteristics of the Teacher(s) –My beliefs and values about teaching and learning? –My attitude toward: the subject, students? –My teaching skills? –My level of knowledge or familiarity with this subject?

35. Designing Courses for Significant Learning SPECIAL PEDAGOGICAL CHALLENGE Premise: Every course has a special pedagogical challenge. The teacher needs to do something about that challenge in the first week (maybe the first day) of class.

36. Designing Courses for Significant Learning

37. WHAT ARE YOUR SPECIAL PEDAGOGICAL CHALLENGES WITH YOUR COURSE?

38. Criteria of “GOOD” Course Design S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis Learning Goals Significant Learning Educative Assessment Active Learning Teaching Strategy Feedback & Assessment Teaching and Learning Activities

39. Criteria of “GOOD” Course Design S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis Learning Goals Significant Learning Educative Assessment Active Learning Teaching Strategy Feedback & Assessment Teaching and Learning Activities

40. Designing Courses for Significant Learning FACULTY DREAMS: If you had a class that could and would learn anything and everything you wanted them to learn: Q: What is it that you would really like them to learn? What would you want to know they could do after graduation because they were in YOUR course!

41. Taxonomy of Significant Learning Caring Developing new…  Feelings  Interests  Values Learning How to Learn  Becoming a better student  Inquiring about a subject  Self-directing learners Human Dimensions Learning about:  Oneself  Others Integration Connecting:  Ideas  People  Realms of life Foundational Knowledge Understanding and remembering:  Information  Ideas Application  Skills  Thinking: Critical, Creative, & Practical  Managing projects

42. Taxonomy of Significant Learning

43. Designing Courses for Significant Learning FOUNDATIONAL KNOWLEDGE What key information (e.g., facts, terms, formulae, concepts, principles, relationships, etc.) is/are important for students to understand and remember in the future? What key ideas (or perspectives) are important for students to understand in this course?

44. Designing Courses for Significant Learning APPLICATION What kinds of thinking are important for students to learn? Critical thinking, in which students analyze and evaluate Creative thinking, in which students imagine and create Practical thinking, in which students solve problems and make decisions What important skills do students need to gain? Do students need to learn how to manage complex projects?

45. Designing Courses for Significant Learning INTEGRATION What connections (similarities and interactions) should students recognize and make: 1. Among ideas within this course? 2. Among the information, ideas, and perspectives in this course and those in other courses or areas? 3. Among material in this course and the students' own personal, social, and/or work life?

46. Designing Courses for Significant Learning HUMAN DIMENSION What could or should students learn about themselves? What could or should students learn about understanding others and/or interacting with them?

47. Designing Courses for Significant Learning CARING What changes/values do you hope students will adopt? Feelings? Interests? Ideas?

48. Designing Courses for Significant Learning LEARNING HOW TO LEARN What would you like for students to learn about: 1. How to be good students in a course like this? 2. How to learn about this particular subject? 3. how to become a self-directed learner of this subject, i.e., having a learning agenda of what they need/want to learn, and a plan for learning it?

49. Designing Courses for Significant Learning In a course with significant learning, students will: 1.Understand and remember the key concepts, terms, relationship, etc. 2.Know how to use the content. 3.Be able to relate this subject to other subjects. 4.Understand the personal and social implications of knowing about this subject. 5.Value this subject and further learning about it. 6.Know how to keep on learning about this subject, after the course is over.

50. Designing Courses for Significant Learning COURSE ON “FEDERAL INCOME TAXATION” (USA) FOUNDATIONAL KNOWLEDGE— Understand and remember key concepts and terms. APPLICATION— Use the concepts to solve complicated and ambiguous tax problems INTEGRATION— Identify the interaction between tax law and personal, societal, and business decisions

51. Designing Courses for Significant Learning COURSE ON “FEDERAL INCOME TAXATION” (USA) HUMAN DIMENSION— Become aware of the impact of taxes on society as a whole CARING— Become confident in your ability to apply course material to “real” world situations LEARNING HOW TO LEARN— Reflect on your learning

52. Designing Courses for Significant Learning WRITING LEARNING GOALS Select one course you teach and write 1-3 learning goals using Fink’s Taxonomy Write a goal not currently in your course. Use the following preface: “BY THE END OF THIS COURSE, MY HOPE IS THAT STUDENTS WILL…” Pay attention to the verb used. Make it concrete and specific.

53. Designing Courses for Significant Learning “Thanks…now I know why I hate classical music”

54. Criteria of “GOOD” Course Design S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis Learning Goals Significant Learning Educative Assessment Active Learning Teaching Strategy Feedback & Assessment Teaching and Learning Activities

55. What Is Assessment? The Higher Learning Commission defines assessment of student learning as follows: “Assessment of student learning is a participatory, iterative process that: 1. Provides data/information you need on your students’ learning 2. Engages you and others in analyzing and using this data/information to confirm and improve teaching and learning 3. Produces evidence that students are learning the outcomes you intended 4. Guides you in making educational and institutional improvements 5. Evaluates whether changes made improve/impact student learning, and documents the learning and your efforts.”

56. Feedback and Assessment: “EDUCATIVE ASSESSMENT” Forward-Looking Assessment “FIDeLity” Feedback Criteria and Standards Self-Assessment

57. Feedback and Assessment: “EDUCATIVE ASSESSMENT” Forward-Looking Assessment Task Criteria and Standards Self-Assessment Feedback

58. Forward Looking Assessment Focus on what students should be able to DO in the future. Students imagine themselves in a situation where people are actually using this knowledge. Create assignments and tests that require judgment/exploration rather than reciting or restating facts. Focus on real-life context Focus assessment on integrated use of skills

59. Backward Looking Assessment Multiple choice test on what was presented previous three weeks in reading and class: 1.When did J.S. Bach die? a.1750 b. 1725 c. 1710 d. 1770 2.Which instrument is most unlike the others? a. Violin b. Cello c. Trombone d. Viola

60. FORWARD LOOKING ASSESSMENT Concerto Grosso in G major, Op. 6, no.1 George Frideric Handel A tempo giusto (1685-1759) Allegro Adagio Allegro Petite Symphonie in Bb (1851) Charles Gounod (1818-1893) Adagio - Allegretto Andante Cantabile Scherzo: Allegro moderato Duet – Concertino Richard Strauss (1864-1949) Finale: Allegretto Allegro moderato Rondo: Allegro ma non troppo Michael Rowlett, clarinet Wade Irvin, bassoon

61. Developing Forward Looking Assessment Take a few minutes to analyze the type of assessments you do in your course. Write down a list of forward looking assessments you already use. If you don’t do this, try to think of at least one forward looking assessment you could create for your course. Share with a partner

62. Criteria and Standards Clear and appropriate assessment criteria and standards are necessary. Develop rubrics when possible and construct a 2-5 point scale with descriptive statements of good and poor versions of traits Identify criteria that count in evaluation Try out scale with a sample of students or colleagues and revise.

63. Creating Rubrics Create a “pass/fail” rubric for one learning outcome for the course you are going to create or redesign. What do students need to do in order to demonstrate a passable level? How would you add other levels of competence to achieve a rubric of 3- 5 levels of achievement?

64. Self Assessment Create multiple opportunities for students to engage in self-assessment of their performance. Students need to identify relevant criteria for assessing their work and the work of others. Students need to practice using the criteria for quality on their own work.

65. Feedback “Classroom Assessment Techniques” by Angelo and Cross Examples: 1.Muddiest Point—students write down what was least clear to them 2.Minute Paper—helps both students and professor 3. Background Knowledge Probes

66. Critical Incident Questionnaire --Stephen Brookfield During last 5 minutes of final class of the week students answer the following questions: 1.Most engaged moment as learner 2.Most distanced moment as learner 3.Most helpful action of professor (peer) 4.Most puzzling action of professor (peer) 5.What surprised you most Teacher summarizes answers at the beginning of the first class of the next week.

67. FIDeLity Feedback Frequent Immediate Discriminating (based on criteria and standards) Lovingly or supportive approach used

68. Criteria of “GOOD” Course Design S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis Learning Goals Significant Learning Educative Assessment Active Learning Teaching Strategy Feedback & Assessment Teaching and Learning Activities

69. Holistic Active Learning Experience  Doing, Observing  Actual, Simulated  “Rich Learning Experiences” Information & Ideas  Primary/Secondary  In-class, out-of-class, online Reflection  About the…  Subject  Learning Process  Via: Journaling, Learning Portfolios

70. Multiple Activities that Promote ACTIVE LEARNING Lectures, textbooks  Case studies  Gaming, Simulations  Role play  Stories (can be accessed via: film, literature, oral history) ONLINE  Course website  Internet  Teacher can assign students to "directly experience" …  Students can engage in "indirect" kinds of experience online  Students can reflect, and then engage in various kinds of dialogue online.

71. RICH LEARNING EXPERIENCES WHAT ARE THEY? Learning experiences in which students are able to simultaneously acquire multiple kinds of higher level learning...

72. SOME EXAMPLES In-Class: Debates Role playing Simulations Dramatizations Outside of Class: Service learning Situational observations Authentic projects

73. INTEGRATION OF COMPONENTS S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis Learning Goals Significant Learning Educative Assessment Active Learning Feedback & Assessment Teaching and Learning Activities

74. Criteria of “GOOD” Course Design S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis Learning Goals Significant Learning Educative Assessment Active Learning Teaching Strategy Feedback & Assessment Teaching and Learning Activities

75. INTEGRATING THE COURSE 1.3-Column Table 2.Weekly Schedule 3.Teaching Strategy 4.String of Activities

76. INTEGRATING YOUR COURSE Make sure the three components reinforce and support each other. –Use a 3-column table to ensure this. LEARNING GOALS T/L ACTIVITIES FEEDBACK & ASSESSMENT 1. 2. (3, etc.)

77. 3 COLUMN TABLE FOR “FEDERAL INCOME TAXATION” COURSE FOUNDATIONAL KNOWLEDGE— Learning Goal: Understand and remember key concepts and terms. Learning Experiences: Read text, lecture, and other written resources Assessment: Quizzes and exams

78. 3 COLUMN TABLE FOR “FEDERAL INCOME TAXATION” COURSE APPLICATION— Learning Goal: Use the concepts to solve complicated and ambiguous tax problems Learning Experiences: Solve tax return problems and case studies Assessment: Complexity of thought; correctness. Case studies.

79. 3 COLUMN TABLE FOR “FEDERAL INCOME TAXATION” COURSE INTEGRATION— Learning Goal: Identify the interaction between tax law and personal, societal, and business decisions Learning Experiences: Interview your parents & a business person to discuss how tax law impacts decision-making. Develop models. Assessment: Presentation of group model to the class.

80. 3 COLUMN TABLE FOR “FEDERAL INCOME TAXATION” COURSE HUMAN DIMENSION— Learning Goal: Become aware of the impact of taxes on society as a whole. Learning Experiences: Engage in a critical analysis of tax issues that you encounter in the public media such as Bush’s tax plan. Be aware of ethical standards that guide CPAs. Assessment: Critiques of articles in the public media; case studies.

81. 3 COLUMN TABLE FOR “FEDERAL INCOME TAXATION” COURSE CARING— Learning Goal: Become confident in your ability to apply course material to “real” world situations Learning Experiences: Complete a tax return for a friend, and develop a “shoe box” case that will be solved by another team Assessment: Peer evaluation and “realistic” nature of the case

82. 3 COLUMN TABLE FOR “FEDERAL INCOME TAXATION” COURSE LEARNING HOW TO LEARN— Learning Goal: Reflect on your learning Learning Experiences: Write reflection papers throughout the semester Assessment: Depth of reflection

83. 1 2 3 4.. 12 13 14 15 Week: Mon Wed Fri.

84. TEACHING STRATEGY: A particular COMBINATION of learning activities… arranged in a particular SEQUENCE Two Examples: Problem-based learning Team-based learning

85. Designing Courses for Significant Learning Mon Wed Fri In-Class Activities: ??Assessm’ t & Feedback Out-of- Class Activities: ?? “ CASTLE-TOP” DIAGRAM: A Tool for Identifying Your TEACHING STRATEGY

86. TEACHING STRATEGIES QUESTION: This strategy creates a high likelihood that most students will… 1.Be exposed to the content. 2.Understand the content. 3.Be able to use the content. 4.Value the content.

87. TEACHING STRATEGIES QUESTION: This strategy creates a high likelihood that most students will… 1.Be exposed to the content. 2.Understand the content. 3.Be able to use the content. 4.Value the content.

88. 1Mon.Wed.Fri... 7 8 9 10 11 12 13 14 15 X X X X X X X X

89. Designing Courses for Significant Learning DOES IT MAKE A DIFFERENCE? Case #1 Jane Connor, SUNY-Binghamton Course: Multi-Cultural Psychology Primary Learning Goal: To help students learn about – and learn how to interact with – people who are different from themselves

90. Designing Courses for Significant Learning CONTENT: Used Readiness Assessment Tests from TBL STORIES: Had speakers come in (students, people from community) REFLECTIONS: Both before and after readings; before and after stories RICH LEARNING EXPERIENCE: For a 4-week period, students had to put themselves in contact with someone different from themselves – preferably someone (or group with whom they were uncomfortable) COURSE DESIGN FEATURES:

91. Designing Courses for Significant Learning RESULTS? Students did the readings – and understood them. As a result of the “strategy” (readings + dialogue with others + special experiences + multiple reflections): Students reported, almost to a person, that this course “transformed” them. Teacher won the university’s primary teaching award. Dean of Student Affairs: 11 of 16 students said this was “the most valuable course in their whole college experience.”

92. Designing Courses for Significant Learning Does It Make a Difference? Case #2 Bill Weeks, University of Missouri at Rolla Course: Coding in Computer Science Small class (18 students), traditional time structure (M-W-F) Initially: Lecture + homework Results: Students overwhelmed by complexity – frustration – apathy – low course evaluations

93. Designing Courses for Significant Learning Changes Made: 1. Completely re-wrote his learning goals: (examples) For a given communication channel, students will be able to compute the maximum rate of reliable transmission Students will learn how to work effectively in a group setting. Students will be able to direct their own learning in relation to understanding, designing, and evaluating new codes. 2. New teaching strategy: Used TBL 3. Used reflective writing: Learning portfolios 4. Oral presentations 5. Had students re-submit their homework

94. Designing Courses for Significant Learning RESULTS: Students did the readings, and did as well as before on exams of Foundational Knowledge. TEACHER: “…drastic improvement in student morale…They worked harder – and reported enjoying it more.” STUDENTS: …an interesting learning experience I will never forget…provided me with knowledge to carry out independent study. I enjoyed this course to the fullest…course was entertaining and at the same time enlightening.

95. Designing Courses for Significant Learning TEACHER’S REACTION: “Teaching such an excited group of students was an unforgettable experience. It made my job seem worthwhile and very fulfilling. I will be feeding off that student excitement for years.”

96. BENEFITS of “Integrated Course Design” “SIMPLE”: Basic concept easy to remember PRACTICAL: Shows what one needs to do HOLISTIC: Incorporates multiple ideas on good teaching practice INTEGRATIVE: Shows the relationship among key elements NORMATIVE: Provides specific criteria for assessing course designs

97. Designing Courses for Significant Learning Goals of Session FOUNDATION KNOWLEDGE: Basic terms and concepts APPLICATION: How to use the model of Integrated Course Design INTEGRATION: Connect ideas from the Scholarship of Teaching & Learning (SoTL) with your own work as an educator. HUMAN DIMENSION: –Self: Be more confident that you can do this –Other: Work with others to create more powerful designs CARING: Identify the value of course design in teaching LEARNING HOW TO LEARN : Know what else you want to learn about (after the workshop )

98. Designing Courses for Significant Learning RESOURCES FOR FURTHER LEARNING: Print Resources Each Other Teaching and Learning Center Your Dreams stewart.ross@mnsu.edu 507-389-1098

99. Designing Courses for Significant Learning THE END! Higher Education: Let’s make it all that it can be and needs to be!