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Cal State LA

Learning by design: A faculty learning community WASC ARC APRIL 23, 2014. Cal State LA. Catherine Haras David Connors California State University, Los Angeles. Program review.

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Cal State LA

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  1. Learning by design: A faculty learning community WASC ARCAPRIL 23, 2014 Cal State LA Catherine HarasDavid Connors California State University, Los Angeles

  2. Program review A formal performance review procedure for all existing degree programs on campus in order to assess periodically both the quantitative and qualitative viability of each undergraduate and graduate program in the total context of offerings. - Cal State LA Faculty Handbook Haras | Connors

  3. Program review Haras | Connors

  4. Assessment The process by which academic institutions evaluate student progress in learning and success in achieving educational goals. - Cal State LA Faculty Handbook Haras | Connors

  5. Assessment Haras | Connors

  6. Program review What my friends think I do. Haras | Connors

  7. Program review What the faculty think I do. Haras | Connors

  8. Program review What I think I do. Haras | Connors

  9. Some background The Director of Program Review and the Director of CETL were curious whether we could get faculty to “assess” a course holistically-- as part of a course structure. We tried not to use the word assessment. Haras | Connors

  10. The Institute • Pairs of faculty worked together to redesign a required course (N=15) • We met three consecutive Fridays • We originally used the Dee Fink taxonomy of significant learning as a model Haras | Connors

  11. Our premise Assessment is a natural part of the teaching process. Haras | Connors

  12. Exercise! • Jot down 3-5 words that describe your discipline. • Now name 3 things your discipline values. • Find a partner. • Jot down 3-5 words you feel describes their (your partner’s) discipline. • Name 3 things you think this discipline values. • SHARE with each other. Haras | Connors

  13. debrief • What prior knowledge did you need to do this exercise? • How did you acquire that knowledge? Haras | Connors

  14. Program review • What prior knowledge do you need to do program review? • How do you acquire that knowledge? Haras | Connors

  15. Our premise Faculty who can articulate the values of their discipline—which in turn inform their course—will help their students care [learn]. Haras | Connors

  16. ‘’Care’ in program context Course learning goals can (and should) set a standard of expectation of care for the class. Course goals that care may produce program outcomes that measure skills and attitudes. Haras | Connors

  17. ‘Care’ in course context For students: Expressed as motivation, curiosity, concern or interest in learning in your course(Affect). For Faculty: Designing an intentional learning experience which fosters student motivation, curiosity, concern or interest. Haras | Connors

  18. Fink’s Significant Learning Matrix, 2003 Haras | Connors

  19. Foundational knowledge Course content Disciplinary frameworks Expertise Haras | Bondad-Brown

  20. Most course outcomes Most program review outcomes Haras | Bondad-Brown

  21. ValuesAttitudes, habits, dispositions Whether the course matters Whether the major is a good fit Self-awareness Motivation Care Haras | Bondad-Brown

  22. Exercise! A year or two after my course is over, I want and hope that my students will be able to: Haras | Connors

  23. Longitudinal effects of teaching Two years from now you meet a former student on the street. What do you hope they will tell you they learned from your class? Haras | Connors

  24. Create a caring goal Write a caring goal that you think represents the notion of “care” for your discipline. Haras | Connors

  25. Why ‘care’? • Sustained changes in behaviors and/or beliefs • Increased self-awareness • Positive attitudes • Improved performance Haras | Connors

  26. How does your discipline ‘care’? Accounting Usefulness Chemistry Precision (measurement) Nursing Patient wellness Philosophy Quality of argument Mechanical Engr Conceptualization Haras | Connors

  27. Can you assess ‘care’? Accounting Client memo Biochemistry Lab: measurement activities Nursing Pain management protocol History Source evaluation exercises Haras | Connors

  28. Our Redesign Model Haras | Bondad-Brown

  29. Our other premise Faculty who can fully imagine |represent |analogizea course for their students will encourage their students to care [learn]. Haras | Connors

  30. Our Institute metaphor Origami Haras | Connors

  31. Exercise! This week, think about a song, a workof art, or a thing that personifiesa course you currently teach. What’s your metaphor? Haras | Connors

  32. Anecdotal observations Designing caring outcomes helped reconciled course goals with assessment. The process was extensible to the program. The metaphor was effective at revealing course structure. The process allowed faculty to reflect upon their own attitudes and dispositions. Haras | Connors

  33. Structure a course for care Use an integrating question and graphics to illustrate your course. (Your metaphor comes alive here). Build course content on analogies and other representative devices, which tap into students’ prior knowledge and act as bridges to new knowledge. Allow students to reflect on their own processes-- self- awareness is the strongest motivator. Haras | Connors

  34. Structure a course that anticipates program review Automated reflections can be used in the aggregate for program review. Evaluations are a form of feedback (assessment) --for students and instructors. Haras | Connors

  35. Tips for a good institute • Pick strong people the first time • PAIRS only: a Chair and someone enthusiastic (young) from the department • Multiple disciplines work best • Model the process • ALL students are novices- don’t use PR jargon Haras | Connors

  36. Institute Structure Faculty attitudes towards teaching Principles of pedagogyTeaching frameworksInstitute Model Content Knowledge Care Metacognition Connection Application Creating a course structure designed for student learning Using content to drive authentic goals/assessment Haras | Bondad-Brown, 2014

  37. Thanks Catherine HarasDirector, Center for Effective Teaching and Learning (CETL)California State University, Los Angeles charas@calstatela.edu David ConnorsDirector, Program Review and AssessmentCalifornia State University, Los Angelesdavid.connors@calstatela.edu Haras | Connors

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