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The research-based concept of a “new” paradigm for learning in higher education was originally proposed over a decade ago. In 1995, when the term “paradigm shift” was all the rage, Barr and Tagg described a shift from an instructional paradigm to a learning paradigm. Then in 1997, Smith and Waller set forth over a dozen examples of changing paradigms for learning. More recently, Fink (2003) echoed the need for moving from a content-centered to a learner-centered paradigm, while Bain (2004) uncovered the effectiveness of challenging students’ existing models or paradigms, helping them transform existing understandings into better, more accurate models of truth.

Semantics aside, the change involves a clear shift from one-dimensional, unidirectional teaching to multi-dimensional, multidirectional learning. So why now? Primarily because we live in a changing, connected world, with increasingly complex problems to solve.
What is the Learning Paradigm?
The student-centered learning paradigm is not a new concept, but the implementation of these revised pedagogical strategies has yet to become mainstream in higher education. At the core of the learning paradigm is a foundation of reciprocity between students and faculty. Essentially, it requires active, problem-based, collaborative strategies for both student and faculty learners. The learning paradigm is based on a community of continuous learners—both students and faculty. This change from higher education to continual learning has “learning how to learn” as its valuable product.

Just as early explorers set out to discover new places of potential riches, educators too can set out on their own journey of discovery in learning. Christopher Columbus, who was looking for a new world, certainly found something that resembled a “new” place—unfamiliar people, plants, foods, and treasures. But what he really did was bridge two unconnected land masses already sharing the same water and sky. Similarly, faculty “explorers” of the new learning paradigm can help students connect seemingly distant concepts, creating bridges to deeper, synthesized, and meaningful learning.

Beginning and Continuing the Journey
When working toward changing a paradigm, especially one that may have worked well for us as students, it is important to consider the future—what will our students’ emerging careers be, what skills and knowledge are essential for them to be engaged in their professional worlds, and what paradigms might they face? Our teaching behaviors, our expectations we set for our students, and our students’ learning behaviors must evolve to fit our students’ futures.

Tagg (2003) reminds us that to change our paradigm from teaching to learning is to view education through a new lens—“seeing” our work in a different light and having diverse experiences as we and our students interact to learn. As we peer through the telescope to chart our course toward a new horizon of a learning paradigm, what do we see? Where will BGSU students and faculty travel in their journey toward a learning paradigm? Click on the COMMENTS link below to get started!

• Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.
• Barr, R. B., & Tagg, J. (1995). From teaching to learning—A new paradigm for undergraduate education. Change (27) 6, 12-25.
• Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.
• Smith, K. A., & Waller, A. A. (1997). New paradigms for college teaching. In Campbell, W. E., & Smith, K. A. (Eds.), Paradigms for college teaching (pp.269-281). Edina, MN: Interaction.
• Tagg, J. (2003). The learning college paradigm. Bolton, MA: Anker.

In the book, Judith notes that “…[A] syllabus can serve a wide variety of functions that support and challenge students as they engage in their educational activities” (p.14). Some of these functions are: Establishing an Early Point of Contact and Connection Between Student and Instructor, Helps Set the Tone for Your Course, Describes Your Beliefs About Educational Purposes, Acquaints Students with the Logistics of the Course, and Provides a Conceptual Framework.

Below is a checklist designed to help an instructor develop a learning-centered course syllabus. This checklist was taken from page 81 in Judith’s book.

Grunert, Judith. The Course Syllabus: A Learning-Centered Approach.

For a more detailed description of the Judith Grunert’s book visit:
http://www.josseybass.com/WileyCDA/WileyTitle/productCd-1882982185.html

See these web sites for more syllabus examples:
http://cte.udel.edu/syllabus.htm

http://www.udel.edu/pbl/courses.html

How are Judith’s tips helpful to you in developing a syllabus?
What other methods for syllabus development have you used?
Are there any other important functions of a syllabus you would like to share?

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Expectations help define a boundary for students in which they can focus on the required tasks, leading them to the desired learning outcomes, rather than being distracted by unclear or obscure objectives. Some areas you can define or clarify include:

• workload per week (2-3x the credit hours out of class time, usually),
• assignments (what will need to be accomplished – readings, papers, presentations, projects, research, etc.),
• assessment/evaluation (how will they be graded/assessed – quizzes, exams, homework, rubrics, informal feedback, etc.), and
• behaviors (also important to include in order to educate the “whole student” – participation, attendance, professional, during presentations and group work, etc.).

In concert with expections, here are some assignment ideas or discussion topics that allow students to claim ownership of their role in the learning process, :

• Have students list their expectations for the course before seeing the syllabus or learning outcomes; near the end of the course, return this list and have them revise it, including a list of suggestions for next semester’s students
• On the first day, have them write a letter to you about why they deserve an A in your class; return it to them just before the final exam for them to revise and resubmit, including a section about how they have changed as a result of your class
• After looking at the course outcomes in the syllabus, have students write their personal short and long term goals for the course

What are some other expectations, outcomes, or activities that help your students take ownership of their learning ? Click on the COMMENTS link below to get started!

Below are some tips to keep students actively engaged in large lectures:

1) Use a deck of index cards of student names to randomly call on students to share in their own words their understanding of key concepts of the reading and/or lecture. This strategy will keep students actively listening in lecture since all students have the possibility of being selected to participate.

2) Develop a routine time, either before or after lecture, for students to drop off written questions they have about the material/concepts discussed.

3) Give students the option to turn in a piece of paper with their name and the discussion topic they shared in class for participation points. This can also help you with learning your students’ names.

4) Invite the class to bring in materials, such as current news articles, which are pertinent to the class topic.

Read More Ideas:

• The Chronicle’s Big, But Not Bad article with additional resources at the end, such as tips and books

• Survival Handbook for Teaching Large Classes (from UNC Charlotte)

• Interactive Lectures: Summaries of 36 Formats

• Engaging a Large Lecture Course

What works for you? Please comment with additional ideas you use to encourage student engagement in large lectures. Click on the COMMENTS link below to get started!

We’d like to hear from the BGSU community what kinds of engagement strategies are being used during classroom discussions and for class assignments. To add your ideas to the discussion, click on the “Comments” link below.

More Resources:

Developing Course Discussions through Re-Engagement Techniques
Click here for article.

Creating Authentic and Engaging Assignments in your Online Course
Click here for article.