2. Teaching and Learning at Augustana: Effective Course Design for Liberal Learning Steve Klien, Director, Center for Faculty Enrichment Mark Salisbury, Director, Institutional Research and Assessment

4. The students are coming…

5. Some initial questions: How many of you have had training in: teaching undergraduate students? theories of teaching and learning? When were your best moments as a student? What did your best teachers do?

6. This morning we will… 1.shift our teaching frame to student learning 2.introduce “Integrated Course Design” 3.develop learning objectives for a class 4.connect class activities and student assessments to learning objectives 5.consider lesson and course planning … and answer your questions and concerns!

7. Shifting the frame to student learning outcomes College teaching paradigm moving from input (content) to outcomes (learning results) “liberal learning” (AAC&U) “deep learning” (Millis) “high-impact practices” (Kuh) “significant learning experiences” (Fink)

8. Fink’s Taxonomy of Significant Learning

9. ICD: Integrated Course Design (Fink) SITUATIONAL FACTORS LEARNING GOALS TEACHING AND LEARNING ACTIVITIES FEEDBACK AND ASSESSMENT

10. ICD: Integrated Course Design (Fink) Situational factors: specific context of the learning situation general context of the learning situation nature of the subject characteristics of the learners characteristics of the teacher …then, “backward design” of the course

11. Learning Goals and Objectives 1.Augustana Student Learning Outcomes (SLOs) 2.IDEA Center SRI Learning Objectives 3.[Fink’s Taxonomy of Significant Learning]

12. Augustana Student Learning Outcomes INTELLECTUAL SOPHISTICATION Understand Analyze Interpret INTERPERSONAL MATURITY Lead Relate Communicate INTRAPERSONAL CONVICTION Create Respond Wonder

13. IDEA Center Learning Objectives Intellectual development #7: Appreciation of intellectual activity #2: Develop personal values #11: Analyze and evaluate Lifelong learning #9: Find, use inquiry resources #12: Acquire interest in learning more by inquiry #5: Acquire team skills Basic cognitive background #1: Factual knowledge #2: Principles / theories Application of learning #3: Apply course material #4: Develop professional skills Expressiveness #6: Develop creative capacities #8: Develop oral / writing skills

14. Learning Goals: Exercise! examine your course syllabus, reflect on your course – what should students learn? articulate three (3) key learning outcome goals in brief sentences with active verbs (“Students will _______...”) identify which Augie SLOs and IDEA Center objectives connect best to these goals

15. Learning Goals: Exercise! What did you come up with for goals? What was… –most difficult? –most surprising? Questions, observations, concerns?

16. 10 minute Intermission

17. Achieving the goals: the “3 column table” What do I want my students to be able to do? What will I use to see if they can do it? What will I do to prepare students to do it?

18. Sample, using Fink’s taxonomy

19. Assessment for Significant Learning (Fink) “Audit-ive Assessment” “Backward-looking” assessment Basis for a grade useful for summative assessment of content understanding …but limited for higher orders of learning

20. Assessment for Significant Learning (Fink) “Educative Assessment” Better learning “Forward-looking” assessment Self-assessment Clear criteria “FIDeLity” feedback Frequent Immediate Discriminating Loving

21. Sample, using Fink’s taxonomy

22. “Active Learning” Activities “active learning” (Bonwell and Eison, qtd. in Fink, emphasis added) : “[involving] students in doing things and thinking about the things they are doing” (versus passive reception of information)

23. “Active Learning” Activities (“RICH”) EXPERIENCE doing doing observing observing INFO & IDEAS locating in sources locating in sources accessing in, out of class accessing in, out of class REFLECTIVE DIALOGUE solo, written solo, written conversation conversation

24. Sample, using Fink’s taxonomy

25. “3 column table”: Exercise! select one (1) key learning outcome goal that you developed earlier identify a form of graded assessment you can use to determine if the goal is met sketch out the learning activity(-ies) you would provide to enable students to complete the assessment

26. “3 column table”: Exercise! What was your key goal? What did you come up with for an assessment? activities? What was… –most difficult? –most surprising? Questions, observations, concerns?

27. Developing the course schedule More “3 column backward design”: learning goals to assessment to activities culminating project(s): 1 or 2 during the course; students must pull learning together then, how must you prepare students to succeed in the project(s)? –think in terms of 3-5 units / modules, rather than chapters, content topics

28. Developing the sequence of topics Unit 1 Unit 2 Unit 3 Unit 4 Unit introductions Activities, Assignments

29. Developing the sequence of learning activities the “castle-top” instructional strategy (Fink)

30. Developing the sequence of learning activities

31. Developing the sequence of weeks

32. ICD for Liberal Learning Benefits of this approach: outcome-focused (rather than content-focused) learning-focused (rather than instruction- focused) active and functional (rather than passive and purely informational) … and so it’s student-focused (rather than teacher-focused)

33. Questions? Discussion?

34. Works Cited American Association of Colleges & Universities. “What is a 21 st Century Liberal Education?” American Association of Colleges & Universities. 2014. Web. 30 July 2014 http://www.aacu.org/leap/what_is_liberal_education.cfm Fink, L. Dee. “A Self-Directed Guide to Designing Courses for Significant Learning.” Dee Fink & Associates. Aug. 2005. Web. 30 July 2014 http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf Kuh, George D. “High-Impact Educational Practices.” American Association of Colleges & Universities. 2014. Web. 30 July 2014 http://www.aacu.org/leap/hip.cfm Millis, Barbara J. “IDEA Paper #47: Promoting Deep Learning.” IDEA Education – IDEA Papers. 2010. Web. 30 July 2014 <http://ideaedu.org/sites/default/files/http://ideaedu.org/sites/default/files/ IDEA_Paper_47.pdf>IDEA_Paper_47.pdf