1. “Developing Faculty Capabilities to Support Integrative Learning A Session Led by: L. Dee Fink, Ph.D. International Consultant in Higher Education AAC&U Institute CSU-Fullerton July 9-13, 2014

2. Improving Your Educational Program Institution Department Course ALIGNING LEARNING OUTCOMES (LO) LO

3. Getting Better Over Time A Everyone’s Potential Quality of Teaching (now) Time B

4. Knowledge of subject matter Design learning experiences Interactions with students Course management FOUR FUNDAMENTAL TASKS of Teaching 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 DURING the course END of the course AFTER the course

5. The Learning Cycle: 3 WAYS OF LEARNING SHARE COLLEAGUES 2 Ideas/Literature on COLLEGE TEACHING 3 1 LEARN USE REFLECT ASSESS

6. 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

7. 1991 – ACTIVE LEARNING 1991 – COOPERATIVE LEARNING 1992 – LEARNING STYLES 1993 – CLASSROOM ASSESSMENT TECHNIQUES 1995 – CRITICALLY REFLECTING ON YOUR OWN TEACHING 1995 – EVALUATING YOUR OWN TEACHING 1995 – EMOTIONAL INTELLIGENCE 1991 - 1995

8. 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

9. 1998 – SERVICE LEARNING 1998 – STRUCTURED ASSIGNMENTS FOR SMALL GROUPS 1996 – 2000 (cont.) 1999 – PEER REVIEW OF TEACHING 1999 – LEARNING COMMUNITIES

10. 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

11. 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

12. 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

13. 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

14. 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

15. Developing Faculty Capabilities My Email: dfink40@gmail.com

16. Developing Faculty Capabilities THE END! Higher Education: Let’s make it all that it can be and needs to be!