There’s no great mystery to satisfying your customers. Build them a quality product

There’s no great mystery to satisfying your customers.Build them a quality productand treat them respect.It’s that simple.

There’s no great mystery to satisfying your students.Build them a quality productand treat them respect.It’s that simple.

The Way It Was...The Way It Was... 1973 1973 1998 1998

E-mail, Voice-mail,

FAX, pagers


Online Information:Web CatalogsNetworked DatabasesBritannica Online Online Newspapers


8-track tapes and LPs Compact Disks and DAT

Dorm keys PDI access

Cash and money orders ATM and Flex

Chalkboards Multimedia

Hand copying Photocopying

Registration lines SIS+

Textbooks CD ROMs


Since our first years on campus, university students and their campus experiences have changed in many ways.

Will their classroom and learning experiences be any different from ours?

Or will we simply teach them as we were taught?

Undergraduate education in research universities requires renewed emphasis on a point strongly made by John Dewey almost a century ago: learning is based on discovery guided by mentoring rather than on transmission of information. Inherent in inquiry-based learning is an element of reciprocity: faculty can learn from students as students are learning from faculty.

Ten Ways to Change Undergraduate Education(Boyer Commission, 1998)

I. Make Research-Based Learning the Standard

SIGNS OF CHANGE: University Case StudyProblem-based Learning University of Delaware

Problem-based learning was adopted in all basic science classes at the University of Delaware to promote active learning and connect concepts to applications. Students are not given all the information they need to solve the open-ended “real-world” problems, but are responsible for finding and using appropriate sources. They work in teams with access to an instructor; trained graduate or undergraduate students help lead some groups.

I. Make Research-Based Learning the Standard


The first year of a university experience needs to provide new stimulation for intellectual growth and a firm grounding in inquiry-based learning and communication of information and ideas.


II. Construct an Inquiry-Based Freshman Year

The freshman experience must be consolidated by extending its principles into the following years. Inquiry-based learning, collaborative experience, writing and speaking expectations need to characterize the whole of a research university education. Those students who enter the research university later than the freshman year need to be integrated smoothly into this special atmosphere.


III. Build on the Freshman Foundation

Research universities must remove barriers to and create mechanisms for much more interdisciplinary undergraduate education.


IV. Remove Barriers to Interdisciplinary Education

Undergraduate education must enable students to acquire strong communication skills, and thereby create graduates who are proficient in both written and oral communication.


V. Link Communication Skill and Course Work

Because research universities create technological innovations, their students should have the best opportunities to learn state-of-the-art practices -- and learn to ask questions that stretch the uses of technology.


VI. Use Information Technology Creatively

The final semester(s) should focus on a major project and utilize to the fullest the research and communication skills learned in the previous semesters.


VII. Culminate with a Capstone Experience

Research universities must redesign graduate education to prepare students for teaching undergraduate students as well as for other professional roles.


VIII. Educate Graduate Studentsas Apprentice Teachers

Research universities must commit themselves to the highest standards in teaching as well as research and create faculty reward structures that validate that commitment.


IX. Change Faculty Reward Systems

Research universities should foster a community of learners. Large universities must find ways to create a sense of place and to help students develop small communities within the larger whole.


X. Cultivate a Sense of Community

Your Own Observations?Your Own Observations?

From your own experience as students or teachers, what best practices have you observed that you might use in your own classes?

Characteristics Needed in Characteristics Needed in College GraduatesCollege Graduates

High level of communication skillsAbility to define problems, gather and

evaluate information, develop solutionsTeam skills -- ability to work with othersAbility to use all of the above to address

problems in a complex real-world settingQuality Assurance in Undergraduate Education (1994) Wingspread Conference, ECS, Boulder, CO.

Cooperative Learning:Cooperative Learning:What the research showsWhat the research shows

Academic Successhigher achievement, including knowledge acquisition, accuracy, creativity in problem-solving, and higher reasoning level.

Attitude Effects persistence towards goals,

intrinsic motivation, applying learning in other situations, greater time on task

Johnson, Johnson, and Smith (1998 )

What are the Common Features of PBL?What are the Common Features of PBL?

Learning is initiated by a problem. Problems are based on complex, real-world

situations. Information needed to solve problem is not

initially given. Students identify, find, and use appropriate resources.

Students work in permanent groups. Learning is active, integrated, cumulative,

and connected.

Institute for Transforming Undergraduate EducationInstitute for Transforming Undergraduate Education

ITUE was created to promote reform of undergraduate education through faculty development and course design.

Institute Fellows receive hands-on experience in employing active learning strategies and effective use of technology in their classrooms.

In addition, Fellows are eligible for discretionary funding to support transformation of their courses.


1997-1999 Fellows:

115 faculty members,42 departments,

all colleges.


Summer Sessions:Education Reform and

•Active/Group Learning•Effective Use of Technology•Learning Objectives

Experience It Yourself -- Problem-Based Learning

Getting Started -- The Syllabus

The Internet as a Learning Resource

Incorporating Active Learning in the Classroom

Getting Started with Groups

Problems and Cases: Writing Material for Your Course

Internet Resources for Your Course

Student Assessment and Assessment Strategies

Evaluation of Transformation Projects

Building a Web Site for Your Course


The Leaders:

Deborah AllenBiological Sciences

Harry ShipmanPhysics and Astronomy

Valerie HansCriminal Justice/Sociology

Sue GrohChemistry and Biochemistry

Hal WhiteChemistry and Biochemistry

Betsy LieuxNutrition and Dietetics

George WatsonPhysics and Astronomy

Barbara DuchMath/Science Education Resource Center


Applications:

What are your objectives for students in this course?

How would you like to change the way you teach?

How would supplemental funding assist your development of this course?


Dec. 17 Registration dueJan 10-14 Winter SessionMid-April Applications dueJune 12-16 Summer Session

1999 Calendar:


For additional information onobjectives, activities, and application:

http://www.udel.edu/inst/

[email protected] [email protected]

Documents

There’s no great mystery to satisfying your customers. Build them a quality product