1. A. Rani Elwy, PhD & Rob Schadt, EdD CEIT, March 2, 2012

2. Year-long program in the 2009-2010 academic year

3.  Old model: instructors take responsibility for their students’ learning  Define what will be learned  Direct how it will be learned  Determine how well it is learned  New model: proactive development of responsibility for learning skills Developing Learner-Centered Teaching (Blumberg, 2009)

4. 1) Role of Content 2) Role of the Instructor 3) Responsibility for Learning 4) Purposes and Processes of Assessment 5) Balance of Power Instructor-Centered Learner-Centered

5. 1) Increasing opportunities 2) Skills for present and future 3) Self-directed skills 4) Self-assessment of learning 5) Self-assessment of strengths & weaknesses 6) Information literacy skills

6. The Rubric for the Responsibility for Learning Dimension ComponentEmploys Instructor- Centered Approaches Transitioning to Learner –Centered Approaches Employs Learner - Centered Approaches Lower Level of Transitioning Higher Level of Transitioning 4. Students’ Self Assessment of their Learning Instructor - 1)believes that instructors alone assess learning (or) 2) Does not consider self- assessment of learning relevant Instructor does not direct students to assess their own learning Instructor sometimes directs students to assess their own learning Instructor motivates students to routinely assess their own learning

7.  Bringing real-world health care delivery problems to a health policy and management classroom  How can students learn best?

8.  http://sph.bu.edu/otlt/pm755/donahue/ http://sph.bu.edu/otlt/pm755/donahue/

9.  A continuum between instructor taking full responsibility and the student taking increasing responsibility  PM755 example: Field-based interviews with health care delivery experts identified by students

10.  Time management  Self-monitoring  Goal setting  How to do independent reading  How to conduct original research  PM755 example: the continuum from identifying a health care delivery problem to developing an innovation for implementation

11.  Determining a personal need to know more  Knowing who to ask or where to seek information  Determine when need is met  Developing awareness of own learning abilities  PM755 Example: Asking for help

12.  Instructor motivates students to routinely and appropriately assess their own learning  PM755 Example: Reflection on interviews

13.  “This interview was a really great experience. Dr. X was very knowledgeable, and her expertise was evident throughout this enlightening conversation. My conversation with her helped me to develop a different perspective on the cause of the underutilization of preventive services by adolescents. The causes identified in my outline for the policy brief are all related to access to care. However, Dr. X helped me realize that one of the main causes may be a lack of adequate privacy measures. As a result, I am expanding my research to include this aspect. Furthermore Dr. X was helpful in identifying another field expert, who I could contact to discuss the role of school-based health centers in increasing the utilization of preventive health services.”

14.  Instructor encourages students to become proficient at self-assessment  PM755 Example: Peer- and self-assessment following presentation of innovation to health care executive

15. PEER-ASSESSMENT 1. Great graphics, clear understanding of topic, spoke at a great pace 2. A little more explanation of how policy would be implemented without cost increases was needed SELF-ASSESSMENT 1. I thought I used visual models easily and brought up cultural impact well. 2. I had made the decision not to include too many numbers in my presentation (to simplify) but realized I should have had more data readily available

16.  Framing questions  Accessing and evaluating resources  Evaluating content  Using information legally  PM755 Example: Searching for a topic, identifying a health care expert

17. PITFALLS  Taking the easy way out and not “going out on a limb”  Not initially recognizing the skills needed for these assignments translate into real life LESSONS LEARNED  Provide feedback from past students on how they wished they had thought more about future impacts  Spend first class discussing why student-centered learning is important for skills required in future job

18.  “This is an excellent class since it not only helped me acquire new knowledge in the areas of healthcare delivery but also helped me develop professional skills such as interviewing experts and giving presentations in a concise manner. Highly recommended to those who are looking for such a combination.”  “Very clear and precise course and assignment objectives were provided.”  “This course seemed a little amorphous, and at times I wasn't sure exactly what the objectives were.” We can only get here if we make students responsible for this kind of learning!