Stony Brook Work Chart for ePortfolios Implementation - Identifying the Bright Spots

A New Paradigm for Undergraduate Education

Barr and Tagg

Chart 1 Comparing Educational Paradigms

The Instruction Paradigm The Learning Paradigm

Mission and PurposesProvide/deliver instructionTransfer knowledge from faculty to studentsOffer courses and programsImprove the quality of instructionAchieve access for diverse students Criteria for SuccessLearning variesInputs, resourcesQuality of entering students·Curriculum development, expansionQuantity and quality of resourcesEnrollment, revenue growthQuality of faculty, instruction Teaching/Learning StructuresAtomistic; parts prior to wholeTime held constant, learning varies50-minute lecture,3-unit courseClasses start/end at same timeOne teacher, one classroomIndependent disciplines, departmentsCovering materialEnd-of-course assessmentGrading within classes by instructors Learning TheoryKnowledge exists "out there"Knowledge comes in chunks and bits;delivered by instructors and gotten by students

Mission and PurposesProduce learningElicit students discovery and construction ofknowledgeCreate powerful learning environmentsImprove the quality of learningAchieve success for diverse students student

Criteria for SuccessLearning variesLearning & student-success outcomesQuality of exiting studentsLearning technologies development,Quantity and quality of outcomesAggregate learning growth, efficiencyQuality of students, learning

Teaching/Learning StructuresHolistic; whole prior to partsLearning held constant, time variesLearning environmentsEnvironment ready when student isWhatever learning experience worksCross discipline/departmentSpecified learning resultsPre/during/post assessmentsExternal evaluations of learningPublic assessmentDegree equals demonstrated knowledge & skills Learning TheoryKnowledge exists in each person's mind andis shaped by individual experience

Learning is cumulative and linearFits the storehouse of knowledge metaphorLearning is teacher centered and controlled"Live" teacher, "live" students requiredThe classroom and learning are competitiveand individualisticTalent and ability are rare

Productivity/FundingDefinition of productivity: cost per hour ofinstruction per studentFunding for hours of instruction Nature of RolesFaculty are primarily lecturersFaculty are primarily lecturersTeachers classify and sort studentsStaff serve/support faculty and the process of InstructionAny expert can teachLine governance; independent actors

Knowledge is constructed, created,Learning is a nesting and interacting of frameworksFits learning how to ride a bicycle metaphorLearning is student centered & controlled"Active" learner required, but not "live"students requiredLearning environments and learning arecooperative, collaborative, & supportiveTalent and ability are abundant Productivity/FundingDefinition of productivity: cost per unit oflearning per studentFunding for learning outcomes Nature of RolesFaculty are primarily designers of learningmethods and environmentsFaculty and students work in teams with eachother and other staffTeachers develop every student'scompetencies and talentsAll staff are educators who produce studentlearning and successEmpowering learning is challenging andcomplexShared governance; teamwork independentactors