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“Developing Faculty Capabilities to Support
Integrative LearningA Session Led by:
L. Dee Fink, Ph.D.International Consultant in Higher
Education
AAC&U Institute
CSU-Fullerton
July 9-13, 2014
Improving Your Educational Program
Institution
Department
Course
ALIGNING LEARNING OUTCOMES (LO)
LO
LO
LO
LO
LO
LO
LO
LO
LO
LO
LO
LO
LO
LO
LO
LO
Getting Better Over Time
A
Everyone’s Potential
Quality of
Teaching
(now)Time
B
Knowledge ofsubject matter
Design learning experiences
Interactions with students
Coursemanagement
FOUR FUNDAMENTAL
TASKS of Teaching
FOUR FUNDAMENTAL
TASKS of Teaching
GETTING BETTER Over
Time
GETTING BETTER Over
Time
Assess the effectiveness of
one’s own teaching
Acquire new ideas on teaching
Reflect on what else one needs to
learn
Try new ways of teaching
Impact on STUDENT LEARNING
Impact on STUDENT LEARNING
• DURING the course
• END of the course
• AFTER the course
The Learning Cycle:
3 WAYS OF LEARNING
SHARE
COLLEAGUES
2
Ideas/Literature onCOLLEGE TEACHING
3
1
LEARN
USE
REFLECT
ASSESS
RATE of Improvement from:
DIFFERENT WAYS of Learning About Teaching
1 + 2 + 3: Ideas from Literature on College Teaching
Quality of
Teaching
(now) Time
1 + 2: Learning from Others
1: Only from Own Experience
1991 – ACTIVE LEARNING
1991 – COOPERATIVE LEARNING
1992 – LEARNING STYLES
1993 – CLASSROOM ASSESSMENT TECHNIQUES1995 – CRITICALLY REFLECTING ON YOUR OWN
TEACHING
1995 – EVALUATING YOUR OWN TEACHING
1995 – EMOTIONAL INTELLIGENCE
1991 - 1995
1996 – TEACHING STUDENTS HOW TO
ENGAGE IDEAS
1997 – TEACHING PORTFOLIO
1997 – DEEP LEARNING
1998 – EFFECTIVE GRADING RUBRICS
1998 – IN-DEPTH UNDERSTANDING OF
ONESELF AS A
PERSON/TEACHER
1996 - 2000
1998 – SERVICE LEARNING
1998 – STRUCTURED ASSIGNMENTS FOR
SMALL GROUPS
1996 – 2000 (cont.)
1999 – PEER REVIEW OF
TEACHING
1999 – LEARNING COMMUNITIES
2001 – 2004
2001 - PROBLEM-BASED LEARNING
2002 – HOW THE BRAIN WORKS
2002 – LEARNER-CENTERED TEACHING
2003 – A TAXONOMY OF SIGNIFICANT
LEARNING
2003 – INTEGRATED COURSE DESIGN
2001 – 2004 (cont.)
2004 – THEORIES OF LEARNING AND
MOTIVATION
2004 – TEAM-BASED LEARNING
2004 – LEARNING PORTFOLIOS
2004 – INQUIRY-GUIDED LEARNING
2004 – FORMATIVE FEEDBACK
2004 – WHAT THE BEST COLLEGE
TEACHERS DO
2005 - 2008
2005 – TEACHING INCLUSIVELY
2005 – LEADING DISCUSSIONS
2005 – FINDING JOY IN TEACHING
2006 – CONSTRUCTING COLLEGE
COURSES
2006 – SKILLFUL TEACHING
2007 – TEACHING LARGE CLASSES
2008 – TEACHING CREATIVITY
2009 – 2013
2009 – EXAMPLES OF “INTEGRATED COURSE DESIGN”
2010 – STUDENT ENGAGEMENT TECHNIQUES
2010 – HOW LEARNING OCCURS: 7 PRINCIPLES
2012 – TEACHING FOR CRITICAL THINKING
2012 – USING TECHNOLOGY OUTSIDE OF CLASS
2013 – CREATING SELF-REGULATING LEARNERS
2013 – LEARNING BETTER BY UNDERSTANDING THE BRAIN
Developing Faculty Capabilities
High Impact Teaching Practices
1. Learning-centered COURSE DESIGN, includes use of:
• ACTIVE LEARNING• EDUCATIVE ASSESSMENT• reflective writing, e.g., LEARNING
PORTFOLIOS
2. Effective use of SMALL GROUPS
3. Helping students LEARN ABOUT LEARNING
4. Creating the RIGHT RELATIONSHIPS with
students
5. SERVICE LEARNING
Developing Faculty Capabilities
THE END!THE END!
Higher Education: Let’s make it all that it can be and needs to be!
