engaging students in active learning 2009

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Engaging Students in Active Learning Brian D. Dusbiber, Ed. D. November 18, 2009

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This is a presentation at a campus in 2009. It focuses on adult learners and commuters primarily

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Page 1: Engaging students in active learning 2009

Engaging Students in Active Learning

Engaging Students in Active Learning

Brian D. Dusbiber, Ed. D.November 18, 2009

Brian D. Dusbiber, Ed. D.November 18, 2009

Page 2: Engaging students in active learning 2009

Engaging StudentsEngaging Students

Engaging students in learning is the responsibility of, and the opportunity for, faculty, staff and administration.

Must be situated in both the mission and context of the university. The student profile includes:

> Commuters > Transfers > Non-traditional > Diverse University promotes integration of life experiences

with classroom learning. Places value on educational accessibility and that

student educational outcomes are useful and significant.

Engaging students in learning is the responsibility of, and the opportunity for, faculty, staff and administration.

Must be situated in both the mission and context of the university. The student profile includes:

> Commuters > Transfers > Non-traditional > Diverse University promotes integration of life experiences

with classroom learning. Places value on educational accessibility and that

student educational outcomes are useful and significant.

Page 3: Engaging students in active learning 2009

Engaging studentsEngaging students

Campus environment should create:> Intentional interactions with desirable outcomes.> Opportunities for self authorship and meaning making

via beliefs, identity, and relationships.> Mutual and collaborative construction of knowledge.> Integration of personal values to goal setting.> Connections to community and world.> Building skill sets of expertise and problem solving.

> Advance critical thinking and analysis skills.

Campus environment should create:> Intentional interactions with desirable outcomes.> Opportunities for self authorship and meaning making

via beliefs, identity, and relationships.> Mutual and collaborative construction of knowledge.> Integration of personal values to goal setting.> Connections to community and world.> Building skill sets of expertise and problem solving.

> Advance critical thinking and analysis skills.

Page 4: Engaging students in active learning 2009

Engaging studentsEngaging students

When considering learning environments:

Adult learners are particularly motivated when they are involved in tasks directly related to personal goals and they gain skills that apply to their life.

Students from historically underrepresented racial and ethnic backgrounds benefit at even higher levels from faculty interaction and participation in peer projects both inside and outside the classroom (NSSE, 2006)

When considering learning environments:

Adult learners are particularly motivated when they are involved in tasks directly related to personal goals and they gain skills that apply to their life.

Students from historically underrepresented racial and ethnic backgrounds benefit at even higher levels from faculty interaction and participation in peer projects both inside and outside the classroom (NSSE, 2006)

Page 5: Engaging students in active learning 2009

Engaging studentsEngaging students

Commuters have less contact with teachers. They are less likely to participate in:

> Co-curricular activities > Community service > Study abroad

> Internships

Commuters have less contact with teachers. They are less likely to participate in:

> Co-curricular activities > Community service > Study abroad

> Internships

Page 6: Engaging students in active learning 2009

Engaging studentsEngaging students

However, compared to non-commuters they are just as likely to:> work harder than they thought they could to meet an

instructor’s standards> work with other students on projects during class> ask questions or contribute to class discussions> discuss ideas from reading with others outside of class

While constraints exist, they put forth as much effort as other students.

However, compared to non-commuters they are just as likely to:> work harder than they thought they could to meet an

instructor’s standards> work with other students on projects during class> ask questions or contribute to class discussions> discuss ideas from reading with others outside of class

While constraints exist, they put forth as much effort as other students.

Page 7: Engaging students in active learning 2009

Implementing the principle of engaging students

in active learning

Implementing the principle of engaging students

in active learning

Collaborate on faculty and student affairs workshops on student learning.

Build staff development on adult learning theory, transfer student experience.

Explore advancing leaning communities and coordinated studies programs. Focus on skill and interest development.

Focus service learning on developing critical thinking skills, and reflective practice.

Build connections between in class and co curricular learning around social issues and social justice.

Collaborate on faculty and student affairs workshops on student learning.

Build staff development on adult learning theory, transfer student experience.

Explore advancing leaning communities and coordinated studies programs. Focus on skill and interest development.

Focus service learning on developing critical thinking skills, and reflective practice.

Build connections between in class and co curricular learning around social issues and social justice.

Page 8: Engaging students in active learning 2009

Implementing the principle of engaging students

in active learning

Implementing the principle of engaging students

in active learning Introduce students to difference. Provide challenge,

with support. Utilize assessment and evaluation tools in staff

development, both quantitative and qualitative. Assess need for or extent of ESL services, math and

writing labs, tutoring and mentoring programs. Evaluate library and study space, group study areas. Review student leadership development programs,

promote collaborative approach across campus.

Introduce students to difference. Provide challenge, with support.

Utilize assessment and evaluation tools in staff development, both quantitative and qualitative.

Assess need for or extent of ESL services, math and writing labs, tutoring and mentoring programs.

Evaluate library and study space, group study areas. Review student leadership development programs,

promote collaborative approach across campus.

Page 9: Engaging students in active learning 2009

Implementing the principle of engaging students

in active learning

Implementing the principle of engaging students

in active learning Lead staff support of in class team projects, case

studies, study groups, field projects, research. Work collaboratively to identify new internship

sites. Advance study abroad opportunities. Support senior capstone experiences. Including

portfolio projects and journal writing. Continue to build student employment

opportunities on campus. Support student organizations affiliated with

academic programs.

Lead staff support of in class team projects, case studies, study groups, field projects, research.

Work collaboratively to identify new internship sites.

Advance study abroad opportunities. Support senior capstone experiences. Including

portfolio projects and journal writing. Continue to build student employment

opportunities on campus. Support student organizations affiliated with

academic programs.

Page 10: Engaging students in active learning 2009

Implementing the principle of engaging students

in active learning

Implementing the principle of engaging students

in active learning Include students in university committees as

appropriate. Establish expectations for career development

opportunities. Evaluate and increase number of honor societies,

recognition programs. Promote student led literary publications, art

exhibits, musical presentations. Recognize staff who promote critical thinking,

leadership development, and community

engagement in students.

Include students in university committees as appropriate.

Establish expectations for career development opportunities.

Evaluate and increase number of honor societies, recognition programs.

Promote student led literary publications, art exhibits, musical presentations.

Recognize staff who promote critical thinking, leadership development, and community

engagement in students.