Designing Effective Teaching and Significant Learning

ISBN-13: 9781642670042 / Angielski / Twarda / 2019 / 378 str.

Zala Fashant; Stewart Ross; Linda Russell

Opis

Designing courses to deliver effective teaching and significant learning is the best way to set students up for success, and this book guides readers through the process. The authors have worked with faculty world-wide, and share the stories of how faculty have transformed courses from theory to practice.

Recenzje

“I am a believer that building oneself as an educator goes beyond the academic environments. While reading Designing Effective Teaching and Significant Learning I could identify countless applicable connections with my leadership work as an engineering manager for a creative software company. This book comes at a pivotal moment in the evolution of learning: We have access to more information than ever, and technology is rapidly evolving. This means we need to be more strategic about what we learn and how transferable that is to the next task/job/industry. This book is an invitation to reflect on our methods as educators as well as a practical guide not only for faculty members but for industry leaders on how to successfully prepare individuals for a future where their contributions are rewarding and impactful.”

Manuel Castellanos Raboso, Engineering Manager

Adobe, Inc.

“This book combines an action-oriented guide to effective teaching with a reflective workshop on significant learning. The authors blend personal stories, practical techniques, critical questions, and deep wisdom in ways that will resonate with busy faculty. I particularly appreciate the reminder to pay close attention to the students in our classes because, in the end, their learning is what makes our teaching meaningful.”

Peter Felten, Executive Director

Center for Engaged Learning, Elon University

"Want to take your capabilities as a teacher from 'Good' to 'Great'? This book can help you do that. It focuses on just the right range of topics, and has a powerful blend of stories, examples of good course design, and substantive guidance."

Dee Fink, former Founding Director

Instructional Development Program, University of Oklahoma

"Well-organized and accessible, I appreciated how the book invites the reader to participate on the page in the enterprise of designing effective teaching and significant learning—two complementary aspects of effective instruction. Will serve as a welcome refresher for seasoned educational developers and faculty, and also as a friendly on-ramp for newcomers."

Hoag Holmgren, Executive Director

Professional and Organizational Development Network in Higher Education

"Designing Effective Teaching and Significant Learning is a uniquely comprehensive resource for post-secondary instructors. Building on a tried and true course design process, the authors augment their step-by-step guide with examples and in-depth explorations of important topics. I expect that this volume will help guide faculty from the first course they teach through ongoing growth and development across their careers."

Cassandra Horii, Founding Director

Center for Teaching, Learning, and Outreach, California Institute of Technology

"The authors of Designing Effective Teaching and Significant Learning demonstrate a deep understating of the subject of college teaching and learning at both the conceptual and pragmatic levels through stories, examples and techniques. Developing a deeper understanding of teaching and learning helps both the student and teacher succeed."

John Mirocha, Executive Coach and Consultant

John Mirocha & Associates, and former Professor of Management, St. Thomas University

"Smartly anchored in Dee Fink’s seminal work, Creating Significant Learning Experiences, this course design book extends the framework into topics typically not included in this type of book—instructional software, LMS usage, cognitive science, course assessment rubrics, and program and institutional evaluation—in addition to the subjects you’d expect. It features plentiful examples, relatable cases, and, for each chapter, opening points-to-ponder and summary action checklists. It pays particular attention to the needs of community college faculty."

Linda B. Nilson, Director Emerita

Office of Teaching Effectiveness and Innovation, Clemson University

“Designing Effective Teaching and Significant Learning builds upon the work of Dee Fink by providing pragmatic advice to post-secondary faculty in the design of traditional, blended, and online courses. The book covers a broad range of topics, from basics in preparing or designing a course to more advanced concepts such as making courses accessible and assessing a program or institution. I found the chapter 'Communicating in Your Course' helpful in developing workshops for faculty on student engagement in online courses."

Martin Springborg, Director of Teaching and Learning

Inver Hills Community College and Dakota County Technical College

"This book is a great resource for Higher Education instructors willing to challenge their traditional strategies and practices… It promotes self-reflection on current teaching approaches, and helps faculty understand, through illustrative examples, how the adoption of integrative strategies leads to significant learning experiences. In parallel, the reader is guided smoothly through the major steps of integrated course design: from using the taxonomy for significant learning to assessing and reflecting on the teaching and learning procedure, passing by defining and aligning the course outcomes with the learning and assessment activities, communicating effectively, making the course accessible and integrating learning technologies. It is undeniably an inspirational and enlightening work… not to be missed!"

Faten el Hage Yahchouchi, Deputy President for Teaching & Learning

Holy Spirit University of Kaslik (USEK), Beirut, Lebanon

Spis treści

Foreword—L. Dee Fink Preface Acknowledgements Part One. Starting 1. Preparing for Your Course Design Part Two. Designing 2. Integrating Your Course Design 3. Communicating in Your Course 4. Creating a Learning Framework 5. Developing Learning Activities and Techniques 6. Making Your Course Accessible 7. Integrating Learning Technologies Part Three. Assessing 8. Assessing Student Learning 9. Assessing Course Quality 10. Assessing Your Program and Institution Part Four. Reflecting 11. Reflecting on Your Teaching 12. Learning How to Learn. Advancing Your Professional Development Epilogue Appendix A. Initial Design Phase of Integrated Course Design Appendix B. Knowing Your Students Appendix C. Standard Syllabus Design and Content Appendix D. Automated Messaging Examples Appendix E. Rubric Examples for Student Learning Activities Glossary Outcomes Additional Readings and Resources References About the Authors Index

O autorze

Zala Fashant is a retired dean, faculty, and assistant director of the Minnesota State Colleges and Universities system Center for Teaching and Learning.

Linda Russell is the former Center for Teaching and Learning director at and retired coordinator of the Minneapolis Community and Technical College Learning Center.

Stewart Ross is professor emeritus and founding director of the Center for Excellence in Teaching and Learning at Minnesota State University, Mankato.

Jake Jacobson is the retired chair of and an instructor in the graphic design/web and media department and former Center for Teaching and Learning director at the Minneapolis Community and Technical College.

Karen LaPlant is a retired instructor of business and information technology and former Center for Teaching and Learning director at Hennepin Technical College.