2. Roberta C. Teahen, Ph.D. Associate Provost Ferris State University Big Rapids, MI 49307 teahenr@ferris.edu

3.  “Adults are facing unprecedented challenges in almost every sphere of life, and the consequences for learning are real and dramatic. They are stretched to learn continuously, and transformatively, in a world that demands higher-order thinking... Today, adults need to transform deeply held frames of reference to make sense of their experience in ways better suited to increasingly complex demands.”  Marsick, V.

4.  What purposes do we intend in these elusive areas?  To what degree is a curriculum grounded in articulated educational values, assumptions, and learning principles that other educators can examine and debate?  What educational theories or frameworks underlie a curriculum?  What is the guiding philosophy for general education or “broad educational goals?”

5.  Deep Learning  Ethical Reasoning  Global Perspective  Other elusive learning goals...

6.  Transformative Learning  Pedagogy of the Oppressed  Liberal Education  21 st Century Skills  General Education  Ways of knowing  Sense making  Operations learning vs. comprehension learning  Metacognition

7.  Transformative learning refers to learning that results in deep change or a transformation of our tacitly acquired frames of reference - composed of sets of assumptions and expectations - that determine, filter, and often distort the way we think, feel, decide, and act.  Transformative learning has been defined in terms of critical examination and fundamental change in problematic frames of reference (meaning perspectives, habits of mind, or basic mindsets). Transformation enables people to alter their mindsets in ways that are more inclusive, discriminating, open, reflective, and emotionally able to change. Such frames are likely to generate beliefs and opinions that will prove more true or justified to guide action than other frames of reference.  Marsick and Mezirow, 2002 (Emphasis added above.)

8. What constructs define deep learning? “When adopting a surface approach to learning, the learners are focusing on surface characteristics of the situation, on the very working of a text being read, of the argument put forward, on figures in a problem, on formulas to be used for solving a problem. They want to be able to answer the questions they are anticipating.”  (Bowden & Marton, 1998, p. 8).

9.  “When adopting a deep approach to learning the learners are focusing on the object [goal, purpose] of learning, they are trying to get hold of the phenomenon dealt with in the text they are reading or in the presentation they are listening to. In problem solving they are initially trying to grasp the problem…they do not immediately aim at being able to recall a text or to come up with an answer to the problem given…The quality of the outcomes of learning is functionally related to the approaches adopted by the learners.” (emphasis added)  (Bowden & Marton, 1998, pp. 8–9)

10. “Learning that lasts is deep and expansive, purposeful and responsible.  When learning endures, a learner has the habits of deep inquiry, delving into meaning, developing further levels of expertise, and letting imagination serve productive creativity. Such learning means looking beneath the surface for hidden causes, exploring larger systems, and appreciating nuances. (Mentkowski, M., & Associates, 2000, p. 246) 10

11. Deep LearningSurface Learning An intention to understand material for oneself An intention simply to reproduce parts of the content Vigorous and critical interaction with knowledge content Ideas and information accepted passively Relating ideas to one's previous knowledge and experience Concentrating only on what is required for assessment Discovering and using organizing principles to integrate ideas Not reflecting on purpose or strategies Relating evidence to conclusionsMemorizing facts and procedures routinely Examining the logic of argumentsFailing to distinguish guiding principles or patterns

12. OrientationCharacteristics Deep approach Knowledge transforming An intention to understand material for oneself Vigorous and critical interaction with knowledge content Relating ideas to one's previous knowledge and experience Discovering and using organizing principles to integrate ideas Relating evidence to conclusions Examining the logic of arguments

13. Surface approachInformation reproducing An intention simply to reproduce parts of the content Ideas and information accepted passively Concentrating only on what is required for assessment Not reflecting on purpose or strategies Memorizing facts and procedures routinely Failing to distinguish guiding principles or patterns Source: http://www.psy.gla.ac.uk/~steve/dands /dandstable.htmlSource: http://www.psy.gla.ac.uk/~steve/dands /dandstable.html - Retrieved 7/19/2010

14.  If we wish to promote deep learning, what pedagogical approaches might be employed?  How would we “discover” when deep learning exists?  How does deep learning relate to the “elusive goals” (global, ethical reasoning)  What are other examples of these elusive goals?

15.  An excessive amount of material in the curriculum  Relatively high class contact hours  An excessive amount of course material  A lack of opportunity to pursue subjects in depth  A lack of choice over subjects and a lack of choice over the method of study  A threatening and anxiety provoking assessment system

16.  Global Awareness › Reference AACU Document › See Chaffey College site http://www1.chaffey.edu/slo/toolkit.html › College and Beyond instrument › www.ferris.edu/academicaffairs/assessment www.ferris.edu/academicaffairs/assessment › Other examples....

17. Ethical Reasoning  In addition to the ability to distinguish purely ethical terms from those that are theological or conventional, skilled ethical reasoning presupposes the same range of intellectual skills and traits required in other domains. One must be skilled in breaking reasoning down into its component parts. One must be proficient in assessing reasoning for its clarity, accuracy, relevance, depth, breadth, and logicalness. One must be intellectually humble, intellectuallyperseverant, and intellectually empathic.  Elder and Paul

18.  Elder and Paul, http://www.criticalthinking.org/files/SAM- EthicalReasoning20051.pdf Elder and Paul, http://www.criticalthinking.org/files/SAM- EthicalReasoning20051.pdf  http://www.psy.gla.ac.uk/~steve/dands/dandst able.html - Retrieved 7/19/2010 http://www.psy.gla.ac.uk/~steve/dands/dandst able.html - Retrieved 7/19/2010  http://www.ntlf.com/html/pi/9512/download.pdf http://www.ntlf.com/html/pi/9512/download.pdf  http://www.ntlf.com/html/ti/v19n4comp.pdf http://www.ntlf.com/html/ti/v19n4comp.pdf  Marsick, V. Transformative learning from experience in the knowledge era. Daedalus, Fall 1998.  New Work on Transformative Learning. http://www.tcrecord.org/content.asp?contentid =10876