1. HOLISTIC LEARNING- CENTEREDNESS: DE-CENTERING THE UNIVERSITY David S. Goldstein, Ph.D. AAC&U Conference on General Education and Assessment Boston 1 March 2013

2. University Learning: Two Models, Two Levels  Teacher-Centered Learning  University- Centered Learning  Student-Centered Learning  Holistically Student- Centered Learning Outdated ModelCurrent and Proposed Model Classroom Level Institution Level

3. Teacher-Centered Model (outdated model on micro level)  Teacher is the locus of learning  Teacher talks to students  Students interact only with teacher (if at all)  Each student learns only from teacher Teacher Student

4. Student-Centered Model (current model on micro level)  Focus on how students are learning, what they experience, and how they engage in the learning context  Emphasizes student outcomes rather than teaching  Conceptual shift from: I will tell you this and therefore you will learn to: I want to help you in ways that are effective for you and match your needs Source: RMIT, http://www.teaching.rmit.edu.au/progimprov/sclearn.html StudentTeacherStudent

5. Student-Centered Model (current model on micro level)  Each student is the locus of learning  Students interact with teacher and with each other  Each student learns from everyone in classroom StudentTeacherStudent

6. Where do students learn?

7. Student-Centered Model (proposed model on macro level)  Student learns in many life contexts  University is one locus of learning among many Student FriendsUniversityFamilyWork

8. Student-Centered Model (proposed model on macro level)  University is uniquely situated to help students make sense of all learning from all contexts Student FriendsUniversityFamilyWork

9. Student-Centered Model (proposed model on macro level)  Students achieve learning goals in numerous ways  University provides some—perhaps most—but not all of those learning experiences Student FriendsUniversityFamilyWork

10. Implications in the Classroom  Teachers need to bring students’ experiences into the classroom  Enable students to make connections among curricular, co- curricular, and extra- curricular learning Student FriendsUniversityFamilyWork

11. Implications in the University  Universities can provide support for students to connect all learning  ePortfolios  Faculty development  Universities can assess student learning from all sources  Universities can modify curricula to supplement, enhance, and expand upon students’ other learning Student FriendsUniversityFamilyWork

12. THANK YOU! David Goldstein, Ph.D. University of Washington Bothell dgoldstein@uwb.edu