One of the things I continually hear from colleagues in educational development is that we struggle to say “no” to the ever-increasing demands that we face in our roles.  In order to help us establish our key priorities and goals for 2014, our educational development unit recently embarked on a strategic planning process to help us address this very dilemma.  During a one-day retreat, we used the following 4-step process to help us define our key priorities for 2014.

Step 1: What metrics do we use to evaluate our success?

During this first step we defined and prioritized the metrics that we use to evaluate our success.  We first individually brainstormed the qualitative and quantitative methods that we use to evaluate our success as a unit.

Guiding question: What metrics (qualitative & quantitative) should we use to evaluate our success as a unit?

After clustering and summarizing the key metrics we used a 2 x 2 matrix (Effort: easy/hard vs. Impact: high/low) to rank these metrics in terms of being able to evidence and communicate our impact.

Guiding question:  How would we prioritize these metrics in terms of being able to evidence and communicate our impact?

Step 2: What key strategic directions should guide our practice?

Our next key step was to discuss how current strategic institutional, unit and educational development approaches align with our practice.  Here, we discussed our current mandate and practices, 2013 integrated planning goals, institutional strategic directions (e.g. as communicated in the University of Guelph’s Strategic Mandate Agreement and Integrated Plan), as well as some broader strategic approaches affecting educational development practices.

Guiding questions: Which strategic institutional, unit and educational development approaches should most inform our ED practices for 2014? Where are the gaps? Where should we focus? What are our top 3-5 strategic areas of focus?

Some example strategic directions that influence our practice are presented below:

Our Mandate:

Using evidence-based approaches, the ED unit supports educators and provides expertise to enhance pedagogical practices at the University of Guelph.

Institutional Strategic Directions:

• The development and assessment of learning outcomes, including supporting the creation of curriculum maps for all programs
• Promoting highly effective learning opportunities that foster deep learning and student engagement.
• Productivity, efficiency and innovation in our academic programs through transformative program innovation (e.g. transformation of large-first year courses to ensure active learning and student engagement, supporting blended/hybrid models of delivery)
• Embedding internationalism throughout the curricula (e.g. learning outcomes, courses, and programs).
• Supporting Community Engaged Scholarship and Community Engaged Teaching and Learning.
• Accessibility and Universal Design for Higher Education

Educational Development Strategic Directions:

(See for example: Dimitrov et al., 2013; Grabrove et al., 2013; Hubball et al., 2013; Felten et al., 2013; Trigwell et al., 2012; Christensen-Hughes and Mighty, 2010; Gibbs and Coffey, 2004)

• Translating and mobilizing evidence-based, learner-centred practice
• Engaging in the scholarship of teaching and learning,  scholarship of educational development, and scholarship of curriculum practice
• Supporting Sustained and Intensive ED Practice (> 20 hours) such as: courses, certificates, communities of practice, multi-day teaching & learning institutes
• Focus on assessment (e.g. promoting deep and authentic assessment practices; assessing & accounting for the impact of our own practice)
• Supporting program-level curriculum improvement and assessment
• Strengthening institutional policy (e.g. advocacy, awards, reward and recognition, integrated planning)
• Engaging students in educational development approaches and practices (e.g. in SoTL projects, curriculum review processes and broader conversations related to teaching and learning in higher education)

Step 3: What should we start, stop (or do more efficiently), and continue doing?

Our third step in the afternoon involved evaluating and establishing our key priorities and goals for 2014.  To do this, we first reflected back on the outcomes of the previous 2 steps and engaged in a process familiar to educational developers – a start, stop, continue exercise.  Not surprisingly, the most challenging area for discussion was what we should “stop” doing.  However, we found that we could negotiate this challenge by expanding our frame of discussion to what we should stop and/or do more efficiently.  During this step it was extremely important to maintain an open frame of mind to ensure there was a free flow of creative thought amongst team members. This is a key step to the process and it is critical to ensure that all ideas generated are recorded without judgement or censorship.

Guiding Question: Based on these strategic approaches and the metrics we will use to evaluate our success, what should we start, stop (or do more efficiently) and continue doing as an ED Unit?

Step 4: What are our key ED unit goals for 2014?

The final step in the process was to define our goals for 2014, while taking into consideration to outcomes of the three previous steps.  This collaborative process flowed naturally from the previous discussions that had occurred during the day.

Guiding Question: What specific and measurable goals would we like to achieve as a unit for 2014?

During this next step our unit was able to successfully define our key goals and priorities for the 2014. One additional step that will help to provide focus is to now take these goals and further prioritize them using a 2 x 2 matrix (importance vs urgency).  This would help us to define our highest priority tasks (High Importance, High Urgency), and where we should be spending our most time (High Importance, Low Urgency).

SUBSEQUENT POST EDIT:

After a much deserved holiday break, our unit DID come together to prioritize our goals based on the above noted Importance vs Urgency Matrix.  The results helped us to clearly define our high priority goals (high importance, high urgency), as well as where we should be spending most of our time (high importance, low urgency).  We were also able to simplify our goals, removing any that fell into the quadrants of low importance.  In the end, we removed 6 of our 25 previously defined goals, leaving us with 19 annual goals upon which to focus our practices as a team.  As and added benefit, the process of coming back to these goals after 2 weeks provided us with an important opportunity to reflect upon and further clarify and refine each of our goals.

As we work to align our individual goals with these priorities they will certainly provide a key frame of reference for focusing our time on areas that are certain to have impact on our individual and collective success for 2014 (a.k.a. on things that really matter)!

References:

Christensen Hughes, J, & Mighty, J. (2010). A call to action: Barriers to pedagogical innovation and how to overcome them. Taking stock: Research on teaching and learning in higher education, 261-277.

Dimitrov, N., Meadows, K., Kustra, E., Ackerson, T., Prada, L., Baker, N., Potter, M.K. (2013). Assessing Graduate Teaching Development Programs for Impact on Future Faculty. Toronto: Higher Education Quality Council of Ontario.

Felten, P., Bagg, J., Bumbry, M., Hill, J., Hornsby, K., Pratt, M., & Weller, S. (2013). A call for expanding inclusive student engagement in SoTL. Teaching and Learning Inquiry: The ISSOTL Journal, 1(2), 63-74.

Hubball, Harry, Pearson, Marion L, & Clarke, Anthony. (2013). SoTL Inquiry in Broader Curricular and Institutional Contexts: Theoretical Underpinnings and Emerging Trends. Teaching and Learning Inquiry: The ISSOTL Journal, 1(1), 41-57.

Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active learning in higher education, 5(1), 87-100.

Grabove, V., Kustra, E., Lopes, V., Potter, M.K., Wiggers, R., & Woodhouse, R. (2012). Teaching and Learning Centres: Their Evolving Role Within Ontario Colleges and Universities.  Toronto: Higher Education Quality Council of Ontario.

Trigwell, Keith, Caballero Rodriguez, Katia, & Han, Feifei. (2012). Assessing the impact of a university teaching development programme. Assessment & Evaluation in Higher Education, 37(4), 499-511.

In preparing for an upcoming faculty workshop, I was inspired to think about foundational principles for promoting a learner-centred approach to teaching in higher education.  I had an opportunity to reflect back on Chickering and Gamson’s (1987) 7 principles for good practice in undergraduate education,  Ramsden’s (2003) 13 principles for effective university teaching; Maryellen Weimer’s 5 key changes to practice for learner-centred teaching, as well as Lizzio et al.’s (2002) conceptual model for an effective academic environment.  Recognizing the limitations in attempting to represent the inherent complexities and nuances of teaching and learning,  I have presented the outcome of this process in the following set of learner-centred principles for teaching in higher education:

1. Actively Engage Learners: ensure learning material is stimulating, relevant and interesting; explain material clearly; use a variety of methods that encourage active and deep approaches to learning, as well as adapt to evolving classroom contexts.
2. Demonstrate Empathy and Respect: show interest in students’ opinions and concerns; seek to understand their diverse talents, needs, prior knowledge, and approaches to learning; encourage interaction between instructor and students; share your love of the discipline.
3. Communicate Clear Expectations: make clear the intended learning outcomes and standards for performance; provide organization, structure and direction for where the course is going.
4. Encourage Independence: provide opportunities for students to develop and draw upon personal interests; offer choice in learning processes and modes of assessment; provide timely and developmental feedback on learning; encourage metacognition to promote self-assessment of learning.
5. Create a Community for Learning: use teaching methods and learning strategies that encourage mutual learning, as well as thoughtful, respectful and collaborative engagement and dialogue.
6. Use Appropriate Assessment Methods: clearly align assessment methods with intended course outcomes; provide clear criteria for evaluation; emphasize deep learning; scaffold assessments to ensure progressive learning.
7. Commit to Continuous Improvement: gather formative and summative feedback on your teaching; practice critical self-reflection; consult scholarly literature on teaching & learning; identify clear goals for strengthening your teaching practice.

What would you change, add or remove from these principles?  What would your list of learner-centred principles for teaching in higher education look like?

References:

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3–7.

Lizzio, A., Wilson, K., & Simons, R. (2002). University Students’ Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice. Studies in Higher Education, 27(1), 27-52.

Ramsden, P. (2003). Learning to Teach in Higher Education. New York: Routledge.

Weimer, M. (2013). Learner-centered teaching: Five key changes to practice: John Wiley & Sons.

As I prepare for the upcoming Faculty Engagement in Educational Development (FEED) Summit to be hosted by the the Council of Ontario Universities, the Council of Ontario Educational Developers and McMaster University, as well as on some recent publications such as Christensen Hughes and Mighty (2010) and Grabrove et al. (2012),  it is incredible to reflect upon the continued evolution of educational development programs across Canada.  I can’t help but reflect on the following “strategic” directions related to our continued evolution:

1. a shift from just-in-time pedagogical support to evidenced-based classroom practice;
2. the strengthening of institutional strategy and policy related to teaching/learning;
3. growing engagement and emphasis on the scholarship of teaching and learning (SoTL). And, I will add the scholarship of educational development (SoED); and scholarship of curriculum practice (SoCP);
4. a clear focus on intensive and sustained pedagogical development programming that builds capacity throughout the institution;
5. a growing emphasis on program-level curriculum assessment and development.

I am curious what others think about the continued evolution of educational development.  What other shifts do you see? Where do you think ED will be in 2025?

References:

Christensen Hughes, Julia, & Mighty, Joy. (2010). Taking Stock: Research on teaching and learning in higher education. McGill-Queen University Press, Kingston, ON.

Grabove, V., Kustra, E., Lopes, V., Potter, M.K., Wiggers, R., & Woodhouse, R. (2012). Teaching and Learning Centres: Their Evolving Role Within Ontario Colleges and Universities.  Toronto: Higher Education Quality Council of Ontario.

Hubball, Harry, Pearson, Marion L, & Clarke, Anthony. (2013). SoTL Inquiry in Broader Curricular and Institutional Contexts: Theoretical Underpinnings and Emerging Trends. Teaching and Learning Inquiry: The ISSOTL Journal, 1(1), 41-57.

Sourced from the ever brilliant: http://www.flickr.com/photos/gforsythe/8204963410/sizes/z/in/set-72157626965187420/

I think there is an important shift happening in higher education today.  Just as there was a shift from passive learning to actively learning, much inspired by Barr & Tagg’s (1995) seminal article From Teaching to Learning A New Paradigm for Undergraduate Education, I believe there is a current shift happening from Active Learning to Active Assessment.

We have long known that assessment has an enormous impact on what, when and how students learn (Gibbs & Simpson, 2004), and that when assessment is explicitly aligned with the course learning objectives (also sometimes referred to as intended learning outcomes) that student learning experience AND the outcomes of those experiences are greatly improved (Lizzio, Wilson, & Simons, 2002).

Even the most thoughtful, dedicated teachers spend enormously more time worrying about their lectures than they do about their … assignments, which I think is a mistake.

(Wieman, 2007, p. 13)

Boud & Associates’ (2010) Seven Propositions for Assessment Reform in Higher Education provide an effective foundation for ensuring that assessment is implemented to enhance student learning throughout our course and program curricula.   I have presented a somewhat paraphrased summary of the principles below.

1. Use assessment to engage students in productive learning:  align assessment tasks explicitly to what needs to be learned and to the activities that will lead to this learning; assessment tasks should be appropriately scaffolded to encourage progressive learning.
2. Use feedback to actively improve student learning: provide clear, helpful feedback; provide specific and timely feedback such that students can continue to grow and improve. Nicol & Macfarlane‐Dick (2006) also provide an enlightening summary of the critical role that feedback plays in the assessment process.
3. Students and teachers become partners in learning and assessment: students progressively take responsibility for their learning and develop their meta-cognitive abilities to enhance performance over time; students develop confidence in their ability to judge their work and that of others against criteria and standards; students and instructors actively dialogue and interact about assessment, and associated criteria and standards.
4. Students are “inducted” into assessment practices and cultures in higher education: assessment practices are structured progressively to support student success and progressive learning throughout their curriculum; assessment practices are universally designed to respond to student diversity.
5. Assessment is placed at the centre of program design: assessment is recognized clearly, as an integral part of curriculum design.  Assessment is integrated and embedded strategically, consistently, progressively and complementarity throughout the curriculum.  Assessment and feedback methods are directly aligned with program learning outcomes and teaching/learning activities that support the development of these learning outcomes.
6. Assessment practices are a focus for instructional and institutional development: academic development activities are provided (and appropriately recognized and rewarded) to ensure that faculty, administrators and instructors develop the skills necessary to implement effective assessment practices in their courses and curricula.
7. Assessment provides inclusive and clear evidence of student achievement: Opportunities are provided that allow students to demonstrate their coherent, enduring and integrated learning.  Documents that provide evidence of student learning provide a “richness” that is conducive to the integrated and complex nature of learning.

If there is one focus for improving our teaching and learning environments in higher education today, it should be on improving our collective ability to provide assessment practices that truly result in deep and sustained learning throughout our curricula.   The resulting impact on student learning experiences and the outcomes thereof would be simply extraordinary!  It will take a shift in our thinking of the critical role and impact that assessment has within our curriculum – but I truly believe that the time has come!

References:

Barr, Robert B, & Tagg, John. (1995). From teaching to learning—A new paradigm for undergraduate education. Change: The Magazine of Higher Learning, 27(6), 12-26.

Boud, D. , & Associates. (2010). Assessment 2020: Seven propositions for assessment reform in higher education. Sydney: Australian Learning and Teaching Council. Retrieved from http://www.uts.edu.au/research-and-teaching/teaching-and-learning/assessment/assessment-futures website:

Gibbs, Graham, & Simpson, Claire. (2004). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1(1), 3-31.

Lizzio, Alf, Wilson, Keithia, & Simons, Roland. (2002). University Students’ Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice. Studies in Higher Education, 27(1), 27-52.

Nicol, David J, & Macfarlane‐Dick, Debra. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.

Wieman, C. . (2007). Why Not Try a Scientific Approach to Science Education? Change: The Magazine of Higher Learning, 39(5), 9-15.

OK, I have to admit that I am guilty.  I work for an institution that describes itself as learner-centred, and I teach a course on University Teaching in which I aspire to create a learner-centred environment.  Until this point, I don’t think I have taken the time to ACTUALLY articulated (yes, I would say that I have reflected upon it!) what I truly mean by this term that seems to be used so elusively in higher education today.  So, here goes…and as a disclaimer, I truly hope that this personal exploration continues to evolve!!

A learner-centreded approach clearly places the learner at the centre of their education, by supporting student development & autonomy, and creating a shared-climate for learning (Newmaster et al., 2006; Weimer, 2002).  Learner-centredness puts a clear focus on the outcomes of learning, and recognizes that, “students must be active discoverers and constructors of their own knowledge” (Barr and Tagg, 1995, p.21).  Learners are guided by a philosophy of self-efficacy and autonomy, where they develop the knowledge and abilities necessary to embrace learning challenges, to succeed, and to continuously improve.  Learner-centred environments facilitate active, enduring, integrated and authentic experiences that, “…enabl[e] the learner to remodel and revise ongoing theories in a manner that makes sense to them” (Newmaster et al., 2006, p. 108).  Simply stated, learner-centred environments provide students with an opportunity to actively engage with and to take ownership of their own learning.

Weimer’s (2002) 5 Key Changes to Promote Learner-Centredness (LC) provide an effective framework upon which to articulate a LC approach to higher education:

1. The Balance of Power: Key decisions about learning are shared between the instructor and student (e.g. course activities, assignments, setting a climate for learning)
2. The Function of Content:— Content is used to develop learning skills, to promote self-awareness, and to develop a sense of self-efficacy in their ability to solve learning task
3. The Role of the Teacher:—  To guide and facilitate the process of learning; and to create and maintain conditions that promote student development, autonomy, and a shared-climate for learning
4. The Responsibility for Learning: Students take responsibility for their own learning and are motivated to succeed; students do the discovering. Activities and assignments become the vehicles for learning.
5. Evaluation Purpose and Process:—  Generate grades AND promote learning (what I like to refer to as “active assessment”). Aside comment: As there has been a fundamental shift in higher education from passive to active learning, I think there is an evolving shift from active learning to active assessment currently occurring in higher education.  As we all know, assessment has an incredible impact on What, When and How students learn!!

Perhaps even more concisely stated, Paris and Combs (2006, p. 576) simple meanings of learner-centredness resonate clearly with me:

1. The student is the starting point for curriculum making
2. The instructor and students are co-participants in the learning process
3. The instructor strives toward intense student engagement with the curriculum

Like I said at the beginning,  I am quite certain that my personal reflections regarding learner-centredness will continue to evolve!

References:

Barr, R.B. and Tagg, J. 1995.  From Teaching to Learning – A New Paradigm for Undergraduate Education.  Change.  Nov/Dec: 13-25.

Newmaster, S., Lacroix, C.A., and Roosenboom, C. 2006.  Authentic learning as a mechanism for learner centredness.  International Journal of Learning 13(6): 103-112.

Paris, C. and Combs, B. 2006.  Lived meanings: what teachers mean when they say they are learner-centered.  Teachers and Teaching: Theory and Practice 12:571-592.

Weimer, M. 2002. Learner-Centered Teaching. Jossey-Bass, San Francisco.