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Higher education today is being called on to deliver a new and more powerful kind of education, one that prepares students to be more engaged citizens, better equipped to solve complex problems at work and better prepared to lead meaningful lives individually.
To respond to this call, teachers in colleges and universities need to learn how to design more powerful kinds of learning into their courses. In 2003, Dee Fink published a seminal book, Creating Significant Learning Experiences, that offered teachers two major tools for meeting this need: the Taxonomy of Significant Learning and the model of Integrated Course Design. Since that time, educators around the world have found Finks ideas both visionary and inspiring.
This issue of New Directions for Teaching and Learning contains multiple stories of how college-level teachers have used these ideas in a variety of teaching situations, with subject matter ranging from the sciences to the humanities. Their conclusion? The ideas in Finks book truly make a difference. When used properly, they lead to major improvements in the level of student engagement and the quality of student learning! This is the 119th volume of the Jossey-Bass higher education quarterly report series New Directions for Teaching and Learning, which offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)
Table Of Content:
Preface
ch. 1 Shoeboxes and Taxes: Integrated Course Design Unleashes New Creativity for a Veteran Teacher (Marsha M. Huber)
ch. 2 Bringing Language to Life in Second-Year Spanish (Debra Dimon Davis)
ch. 3 More Significant and Intentional Learning in the Economics Classroom (Laurence Miners, Kathryn Nantz)
ch. 4 Inspiration and Intellect: Significant Learning in Musical Forms and Analysis (Bruce C. Kelly)
ch. 5 Using Fink's Integrated Course Design: How a Book Changed Our Students' Learning, Our University, and Ourselves (Carolyn R. Fallahi, Laura E. Levine, Joan M. Nicoll-Senft, Jack T. Tessier , Cheryl L. Watson, Rebecca M. Wood)
ch. 6 Using Integrated Course Design to Build Student Communities of Practice in a Hybrid Course (Harriet R. Fayne)
ch. 7 Integrating Big Questions with Real-World Applications: Gradual Redesign in Philosophy and Art History (Marice Rose, Roben Torosyan)
ch. 8 Integrated Design of a Virology Course Develops Lifelong Learners (Joseph C. Mester)
ch. 9 An "Extreme Makeover" of a Course in Special Education (Joan M. Nicoll-Senft)
ch. 10 Sooner City: Reflections on a Curriculum Reform Project (Randall L . Kolar, David A. Sabatini, K.K. Muraleetharan)
ch. 11 Still Learning (L. Dee Fink)
ch. 12 Lessons We Can Learn from the Voices of Experience (Arletta Knight Fink, L. Dee Fink)
Index
Higher education today is being called on to deliver a new and more powerful kind of education, one that prepares students to be more engaged citizens, better equipped to solve complex problems at work and better prepared to lead meaningful lives individually.
To respond to this call, teachers in colleges and universities need to learn how to design more powerful kinds of learning into their courses. In 2003, Dee Fink published a seminal book, Creating Significant Learning Experiences, that offered teachers two major tools for meeting this need: the Taxonomy of Significant Learning and the model of Integrated Course Design. Since that time, educators around the world have found Finks ideas both visionary and inspiring.
This issue of New Directions for Teaching and Learning contains multiple stories of how college-level teachers have used these ideas in a variety of teaching situations, with subject matter ranging from the sciences to the humanities. Their conclusion? The ideas in Finks book truly make a difference. When used properly, they lead to major improvements in the level of student engagement and the quality of student learning! This is the 119th volume of the Jossey-Bass higher education quarterly report series New Directions for Teaching and Learning, which offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)
Table Of Content:
Preface
ch. 1 Shoeboxes and Taxes: Integrated Course Design Unleashes New Creativity for a Veteran Teacher (Marsha M. Huber)
ch. 2 Bringing Language to Life in Second-Year Spanish (Debra Dimon Davis)
ch. 3 More Significant and Intentional Learning in the Economics Classroom (Laurence Miners, Kathryn Nantz)
ch. 4 Inspiration and Intellect: Significant Learning in Musical Forms and Analysis (Bruce C. Kelly)
ch. 5 Using Fink's Integrated Course Design: How a Book Changed Our Students' Learning, Our University, and Ourselves (Carolyn R. Fallahi, Laura E. Levine, Joan M. Nicoll-Senft, Jack T. Tessier , Cheryl L. Watson, Rebecca M. Wood)
ch. 6 Using Integrated Course Design to Build Student Communities of Practice in a Hybrid Course (Harriet R. Fayne)
ch. 7 Integrating Big Questions with Real-World Applications: Gradual Redesign in Philosophy and Art History (Marice Rose, Roben Torosyan)
ch. 8 Integrated Design of a Virology Course Develops Lifelong Learners (Joseph C. Mester)
ch. 9 An "Extreme Makeover" of a Course in Special Education (Joan M. Nicoll-Senft)
ch. 10 Sooner City: Reflections on a Curriculum Reform Project (Randall L . Kolar, David A. Sabatini, K.K. Muraleetharan)
ch. 11 Still Learning (L. Dee Fink)
ch. 12 Lessons We Can Learn from the Voices of Experience (Arletta Knight Fink, L. Dee Fink)
Index