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Creating Significant Learning Experiences, Revised and Updated

Book Description

"Dee Fink challenges our conventional assumptions and practices and offers an insightful approach to expanding our learning goals, making higher education more meaningful. This is a gem of a book that every college teacher should read." —Ken Bain, author, What the Best College Students Do

Since the original publication of L. Dee Fink's Creating Significant Learning Experiences, higher education has continued to move in two opposite directions: more institutions encourage faculty to focus on research, obtaining grants, and publishing, while accreditation agencies, policy-makers, and students themselves emphasize the need for greater attention to the quality of teaching and learning.

Now the author has updated his bestselling classic, providing busy faculty with invaluable conceptual and procedural tools for instructional design. Step by step, Fink shows how to use a taxonomy of significant learning and systematically combine the best research-based practices for learning-centered teaching with a teaching strategy in a way that results in powerful learning experiences.

This edition addresses new research on how people learn, active learning, and student engagement; includes illustrative examples from online teaching; and reports on the effectiveness of Fink's time-tested model. Fink also explores recent changes in higher education nationally and internationally and offers more proven strategies for dealing with student resistance to innovative teaching.

Tapping into the knowledge, tools, and strategies in Creating Significant Learning Experiences empowers educators to creatively design courses that will result in significant learning for their students.

"As thought-provoking and inspiring today as it was when it was first published, it is a 'must' for anyone serious about creating courses that challenge students to learn deeply." —Elizabeth F. Barkley, author, Student Engagement Techniques

Table of Contents

  1. Cover
  2. Contents
  3. Title
  4. Copyright
  5. Dedication
  6. Note to Updated Edition
  7. Preface
  8. Acknowledgments
  9. The Author
  10. Chapter One: Creating Significant Learning Experiences
    1. How Satisfactory Are Current Forms of Instruction?
    2. Base Need: Significant Learning Experiences for Students
    3. Faculty: Ready for Change?
    4. Institutional Change: Coming, Ready or Not!
    5. Are Significantly Better Kinds of Learning Really Possible?
    6. The Significance of Learning About Course Design
    7. An Invitation to a New Way of Thinking About Teaching
  11. Chapter Two: A Taxonomy of Significant Learning
    1. Beginning the Journey
    2. What Makes Learning Significant?
    3. Formulating Course Goals Around Significant Learning
    4. Significant Learning and the Literature on College Teaching
    5. How Do We Achieve Significant Learning?
  12. Chapter Three: Designing Significant Learning Experiences I: Getting Started
    1. Three Basic Ways of Putting a Course Together
    2. Integrated Course Design: A New Model
    3. Getting Started with Designing a Course
    4. Initial Phase: Build Strong Primary Components
    5. Review of the Course Design Process Thus Far
  13. Chapter Four: Designing Significant Learning Experiences II: Shaping the Learning Experience
    1. Initial Phase, Continued
    2. Intermediate Phase: Assemble the Primary Components into a Coherent Whole
    3. Final Phase: Four Tasks to Finish the Design
    4. Three General Tips
    5. Benefits of This Model of Course Design
    6. Good Course Design and Flow Experiences
  14. Chapter Five: Changing the Way We Teach
    1. Is It Really Possible?
    2. How Can I Overcome the Challenges of Change?
    3. How Do I Change? A Case Study
    4. Will It Make Any Difference?
    5. Update on “Changing the Way We Teach”
    6. Concluding Comments
  15. Chapter Six: Better Organizational Support for Faculty
    1. Problems Faculty Face at the Present Time
    2. What Do Faculty Need?
    3. Support from Colleges and Universities
    4. Four Specific Recommendations
    5. Helping Colleges and Universities Define Good Teaching
    6. Support from Other National Organizations
    7. Bringing It All Together for Better Faculty Support
  16. Chapter Seven: The Human Significance of Good Teaching and Learning
    1. Teaching, Learning, and the Dance of Life
    2. The Meaning and Significance of Good Learning
    3. The Meaning and Significance of Good Teaching
    4. A New Metaphor for Teaching: Helmsman
    5. The Role of the Ideas in This Book
    6. Making the Most of Teacher-Student Interactions
    7. Should We Abandon Traditional Ways of Teaching?
    8. The Principles and Spirit of Good Teaching
    9. A Dream of What Might Be, If . . .
  17. Appendix A: Planning Your Course: A Decision Guide
  18. Appendix B: Suggested Readings
  19. References
  20. Index