Higher Education - A Survival Guide

Higher Education:
A Survival Guide
Milisa Sammaciccia Ismail, MEd.
Teaching in Higher Education
6 February 2012

 Foreword ~ Page 4
 Your Role as An Instructor ~ Page 6
 Suggested Timeline: Countdown to Course Start ~ Pages 8-11
 Pedagogical Phases ~ Pages 12-14
 The Paradigm Shift: Migrating from Teacher-Centered to
Student-Centered Learning ~ Page 15
 What is Student-Centered Learning ~ Page 16
 What’s Affected in the Shift? ~ Page 17
 Strategies for The Shift ~ Page 18
 A Word On Using Taxonomies ~ Pages 19-23
Table of Contents

 Instructional Strategies For Adult Learners ~ Pages 24-29
 Experiential Learning ~ Pages 30-35
 Assessments ~ Pages 37-43
 The Importance of Feedback ~ Pages 44-47
 Teaching In The Diverse Classroom ~ Page 48
 Ethics & Protocol ~ Pages 49-50
 Resources ~ Pages 52-56
Table of Contents

Education is not a relationship between instructor and students that is
driven as a form of metaphorical business where the students are the
customers and the instructors are simply distributors of a product.
Education is a collaborative effort between the two that must be
approached with planning and, be focused on student-centered learning.
Instructors must develop instructional strategies that deliver required
content in ways that reach their students and, deepen their level of
understanding through the use of differentiating instructional strategies
and careful planning. The primary goal for all higher education
professionals is to respectively foster their student’s development in a
professional and personal capacity. With these factors in mind,
instructors must be able to differentiate in theory and practice that child
learners are different than adult learners, and plan instruction to meet
their needs.
Foreword

“He who dares to teach must
never cease to learn.”
~ Unknown

Always Remember: You are…
 A Facilitator: as a facilitator, an instructor is not responsible for merely
presenting the information to students for memorization. Instead, the
instructor assists the learner in understanding the content. This is also
known in theory as constructivism. (1)
 A Mentor: good teachers have a intuitive grasp of teaching and learning
and further, understand that adult learners have different needs than
younger learners. They are observational, identify learner needs and
readjust or intervene when necessary. (2)
 A Leader: instructors are effective leaders if they view themselves as
having a unique voice among many voices, share their voice and
encourage others to express their views and perspectives with a
community of challenge and support. (3)
Your Role As An Instructor

 Three Months Before Class Start
 Write goals, objectives & desired outcomes.
 Objectives should be specific & measureable.
 Objectives should retain the focus on the student.
 An effective learning objective will explain expectations for
student behavior, performance & understanding. (3)
 Select the textbook(s) and supplies needed.
 Should fit the objectives outlined by the instructor.
 Winnow the possibilities down to 2-5 books.
 Read a few chapters to understand the level of difficulty.
 Select 3-4 key concepts to examine. Are they will explained?
Are they interesting?
 Be wary of curb appeal that distract from actual content.
Suggested Timeline:
Countdown to Course Start

 Two Months Before Class Start
 Draft the syllabus. It should contain the following elements:
 Expectations & policies.
 Scheduled assignments & due dates.
 Assessments (pre-assessment, formative, summative).
 Special rules.
 Syllabus construction should be SMART:
 Specific.
 Measureable.
 Agreed (clearly understood).
 Related, with a clear structure & links between assignments.
 Time frame. (2)
Suggested Timeline:
Countdown to Course Start Continued…

 One Month Before Class Start
 Develop class session plans.
 Lecture: outline the content to engage students in the lessons.
 Planning: advance planning allows for realignment in the event of
deviation off planned schedule.
 Testing: plan for tests. (1)
 Select your teaching method.
 The most successful teachers vary their methods to suit objectives.
For example, they may alter or utilize:
 Lecture
 Discussion
 Cooperative Learning
 Role Playing Techniques
Suggested Timeline:

 Two Weeks Before Class Start
 Check resources
 Library policies to reserve books.
 Computer resources available.
 Photocopying of exams and/or course material.
 Available technology.
 One Week Before Class Start
 Send students a welcoming email in introduction (if
available).
Suggested Timeline:

Understanding The Three Phases of College Instruction
 Pre-Engagement Phase: during this phase, the instructor prepares for
the teaching-learning interaction with students. The elements involved
are:
 Needs assessment
 Diagnostic activities
 Development of the instructional objectives
 Instructional module development (1)
What do we developed here?
 Objectives  Expectations & Goals  Resources
 Assessments  Textbook selection  Syllabus
Pedagogical Phases

 Engagement Phase: during this phase, the instructor engages students
in the teaching-learning process/cycle. The elements involved are:
 Situational assessment
 Module implementation
 Formative evaluation
 Crises intervention (1)
What happens here?
 Instruct, lecture, discuss & interact with your students.
 Provide support for additional reinforcement, resources & guidance's
 Conduct assessments (pre-assessment, formative, summative)
 Instructional adjustment may be made to realign to objectives.
Pedagogical Phases Continued…

 Post-Engagement Phase: during this phase, the success is assessed
after the completion of the teaching-learning effort. The key elements
are:
 Summative evaluation  Student remediation
 Methodological revisions (1)
What happens here?
 Summative assessments are analyzed for strength & weaknesses of the
instruction and student learning.
Analysis of pre-engagement and engagement phases are conducted to
measure the level of success in the teaching-learning effort.
 Adjustments are made for subsequent classes based on
analysis results.
Pedagogical Phases Continued…

The Paradigm Shift: Migrating
from Teacher-Centered to
Student-Centered Learning
“Adult learners desire more than just knowledge, and resist
pedagogical teaching strategies such as drills, rote,
memorization, and examinations. The andragogical model
focuses more on the educator as facilitator who makes
resources and procedures available to the adult learner.” (1)

 Information & content is relevant & interesting to students.
 Content is built to expand on their current knowledge base.
 Focuses on the student rather than the transmission of
information.
 Students can experiment with their learning.
 Learning is more meaningful.
 Students are more engaged.
 Learning is deeper and long-term.
What is Student-Centered
Learning?

The balance of power.
The function of content.
The role of the teacher.
The responsibility for learning.
The purpose and processes of evaluation.
What’s Affected In The Shift?

 Active involvement
 Social integration
 Self-reflection
 Personal validation
Strategies for The Shift?

The three prominent taxonomies used in higher education are:
 Bloom’s Taxonomy
 The six primary areas in the taxonomy allow students to demonstrate their
learning through the use of: comprehension, knowledge, application,
analysis, synthesis, and evaluation.
 Perry’s Scheme
 The instructional strategies that exemplify this taxonomy involve group
discussion and reflective observation at the very core. Students can work
independently, then in pairs and then in larger groups to examine data and
explore ideas to strengthen their critical thinking skills.
 Structure of Observed Learning Outcomes (SOLO)
 The instructional strategies that exemplify this taxonomy involve group
discussion and reflective observation at the very core. Students can work
independently, then in pairs and then in larger groups to examine data and
explore ideas to strengthen their critical thinking skills.
A Word on Using Taxonomies

Bloom’s Taxonomy
This taxonomy was originally created by Benjamin Bloom
in 1956 to categorize a continuum of educational
objectives. These objectives are designed in terms of
student-centered actions that represent the kind of
knowledge and intellectual engagement we want our
students to demonstrate. The updated version by
Anderson and Krathwohl (2001) represents the
incorporation of new knowledge and thought into the
original framework, which remains as relevant today as
when it was created.
Taxonomies Continued…

Perry’s Scheme
This taxonomy provides a framework that addresses how students’ thinking changes
over the course of their college experience. It is more metacognitive and encourages
educators to examine overarching characteristics of thinking.
 Dualism Phase: beginning students demonstrate a strong preference for
simplicity.
 Multiplism Phase: as their discipline becomes more complex, students accept
multiple perspectives to bear on a particular problem. During this phase, students
will show greater comfort with simplistic viewpoints.
 Relativism Phase: students experience greater comfort with multiple
explanations.
 Commitment Phase: students experience greater comfort with multiple
explanations and forge reasoned positions despite ambiguity inherent in complex
situations and problems.

SOLO
This taxonomy parallels both Bloom and Perry demonstrating that students make
choices during their learning of deep vs. shallow learning.
 Prestructural Stage: students who collect their facts in isolation of their peers
– shallow learning. The response has no logical relationship to the display, being
based on inability to comprehend, tautology or idiosyncratic relevance. (2)
 Unistructural Stage: students can grasp central ideas but don’t tend to make
independent connections between concepts. The response contains one relevant
item from the display, but misses others that might modify or contradict the
response. There is a rapid closure that oversimplified the issue. (2)
 Multistructural Stage: students make more connections but still may not
grasp larger purposes involved in their learning. The response contains several
relevant items, but only those that are consistent with the chosen conclusion are
stated. Closure is selective and premature. (2)

SOLO (continued…)
Relational Stage: students can readily see how the component pieces of their
learning fit together to produce a meaningful whole. Most or all of the relevant
data are used, and conflicts resolved by the use of relating concept that applies to
the given context of display, which leads to a firm conclusion. (2)
 Extended Abstract Stage: students can generalize beyond the immediate
details of learning to extract optimal meaning from their learning. In this stage,
students more routinely pursue deep learning strategies. The context is seen only
as one instance for a general case. Questioning of basic assumptions, counter
examples and new data are often given that did not form part of the original
display. Consequently a firm closure is often seen to be inappropriate. (1)(2)

Six Basic Instructional Strategies
 Self-Directed Learning. The basis of self-directed learning is that the
learning is initiated and directed by the learner. Learners set their own
learning goals, they decide on which learning methods they use, and
they may evaluate their own progress through self-reflection. (1)
 Critical Reflection. This strategy deepens content knowledge for the
student as they are free to challenge previously generally accepted
concepts. The students are free to explore alternatives and various
forms of ideas in conjunction with the content. (5) This is a composite
of three interrelated processes:
Instructional Strategies For
Adult Learners

 The process by which adults question & then replace or reframe
an assumption that up to that point has been uncritically
accepted as representing commonsense wisdom. (1)
 The process through which adults take alternative perspective on
previously taken-for-granted ideas, actions, forms of reasoning,
and ideologies. The use of role place, cases, and simulation are in
use in teaching.
 The process by which adults come to recognize the hegemonic
[or imperialistic] aspects of dominate cultural values. (2)
Adult Learners Continued…

 Lecture. This is the most widely used teaching method in adult
education. It is an efficient way of disseminating information and
concepts. The purpose is to lay foundations as the learners work
through the subject. It is most effective when used in
combination with other teaching strategies. (5)
Strengths:
 Presents factual material in a direct, logical manner.
 Contains experiences which inspires.
 Stimulates thinking to open discussion(s).
 Useful for large groups. (3)

 Limitations:
 Experts are not always good teachers.
 Audience is passive (in the process).
 Learning is difficult to gauge.
 Communication is one way. (1)
 Discussions. The reason for the gravitation toward discussion
learning is that it’s interactive and encourages active, participatory
learning. This format encourages learners to utilize alternative ways
of thinking & behaving. Adult learners can explore their own
experiences so they can deepen critical thinking skills. (2)

 Strengths:
 Pools ideas and experiences from group.
 Effective after a presentation, film or experience that needs
to be analyzed.
 Allows everyone to participate in an active process.
 Limitations:
 Not practical with more than 20 people.
 Few people can dominate.
 Others many not participate.
 Can be time consuming.
 Can get off track easily. (1)

 Guided Learning. Popular and appropriate for most age groups.
Especially effective with adult learners in a hands-on setting. The
teacher initially instructs the adult learners in what is expected and
needed to fulfill the expectations. The teacher and learners BOTH
perform the initial task so that they learners see and understand
exactly what is to be done. The teacher and learner assess the
results of the learner. (1)
 Experiential Learning. This learning is a defining feature of adult
learning and should be grounded in the adults’ experiences. It is
believed that these experiences are a valuable resource and is cited
as crucial by adult educators of every ideological belief. Content
knowledge is deepened because students can make personal
connections to the material.

Experiential learning is not a new theory in higher education but, in
recent years has gained momentum. In today’s labor market, competition
for jobs has become almost fierce and the demand for experienced
graduates has increased. Professors are becoming keenly aware and more
concerned with optimizing their students learning to make students more
desirable when they enter the workforce. We can confidently deduce that
by having practical exposure and experience, coupled with the degree in
ones field of study, a candidate would be much more desirable. (1)
Experiential learning:
 It is not discipline specific.
 If used in cooperative learning, it can provide a bond between
higher education & the community while giving the student applied
experience.
Experiential Learning

 Can create a blend of personal skills, acquired experience thereby
broadening , deepening & reinforcing the concepts learned in higher
education. (1)
If the following elements are present, then the learning can be
considered to be “experiential”:
 Reflection, critical analysis and synthesis;
 Opportunities for students to take initiative, make decisions,
and be accountable for the results;
 Opportunities for students to engage intellectually, creatively,
emotionally, socially, or physically;
A designed learning experience that includes the possibility to
learn from natural consequences, mistakes, and successes. (2)
Experiential Learning Continued…

Problem-Based Learning (PBL)
PBL is an experience-based instructional strategy in which the problem
itself drives the learning. Students work together in assigned groups to
solve a problem that doesn’t necessarily have a single or correct answer.
Student’s form a group hypothesis based on the presented facts and
through research, analysis of facts, and discussion, both problem-solving
and critical-thinking skills are deepened while fostering a constructivist
learning environment. The goals of PBL include helping the students
develop:
Flexible Knowledge Effective collaboration
Effective problem-solving skills  Intrinsic motivation
Self-directed Learning

Problem-Based Learning (PBL) (continued…)
When implemented properly in the classroom, PBL further benefits:
 Development of critical-thinking skills & heightens creativity.
 A notable improvement in the student‘s ability to problem solve.
 Levels of motivation are increased.
 Helps the students apply knowledge they acquire to real and new
situations. (2)

Recommended steps for PBL through “guided learning”:
1. State the problem & establish a goal that will be pursued.
2. Gather information relevant to defining the problem &
understanding the elements associated with it.
3. Generate possible solutions.
4. List possible constraints on what can be accomplished as well as
factors that may facilitate getting a solution accepted.
5. Choose an initial or possible solution using criteria that an acceptable
solution must meet. (2)

Recommended steps for PBL through “guided learning”:
6. Analyze the important factors that must be considered in the
development of a detailed solution.
7. Create a detailed solution.
8. Evaluate the final solution against the relevant criteria used earlier, to
ensure that it meets at least those requirements and others that now
appear to be necessary.
9. Recommend a course of action and, if appropriate, suggest ways to
monitor and evaluate the solution when it is adopted. (2)

“You can never solve a
problem on the level on
which it was created.”
~ Albert Einstein

Assessments have come to the forefront in higher education with
increased vigor. In an age of accountability there is increased
pressure for reliable and valid assessments. At the core, assessments
should be used to improve student learning and, to evaluate the
effectiveness of instruction. There are three purposes in assessment:
 Assessment OF learning
 The way assessments were viewed traditionally.
 Summative assessment is held up to a level of
institutional accountability. (1)(2)
Assessments

 Assessment FOR learning
 The formative assessment that measures learning
during the process and allows for adjustments. (1)
 Assessment AS learning (two-fold)
 Students work on their assignments & make revisions
as part of the process. (2)
 It is used as a subset of assessment for learning. (3)
Assessments Continued…

Curriculum assessment should specifically aim to:
• Identify aspects of a curriculum that are working and those
that need to change.
• Assess the effectiveness of changes that have already been
made.
• Demonstrate the effectiveness of the current program.
• Meet regular program review requirements.
• Satisfy professional accreditations. (1)

Curriculum assessment is effective when it:
• Is viewed as a comprehensive, integral, systematic, and continuous
activity;
• Is viewed as a means for self-improvement;
• Measures are meaningful;
• Multiple measure sources are used;
• Results are valued, and are genuinely used to improve programs &
processes;
•Involves the participation and input of faculty, staff & students;
• Focuses on the program, not on individual performance of
educators. (1)

Types of Assessment
Pre-Assessment: these help to establish prior knowledge and
capabilities of a particular subject or topic.
 Formative Assessment: these are implemented during the
instructional process. This assessment can help identify areas that are
in need of adjustment to realign with objectives and goals.
 Summative Assessment: these are used at the end of a lesson,
unit or course to determine the level of success that has been reached
with regards to the targeted learning objectives and goals. The results
can be used to guide future learning. (1)

9 Principles For Assessment in Higher Education
1. The assessment of student learning begins with educational values.
2. Assessment is most effective when it reflects an understanding of
learning as multidimensional, integrated, and revealed in
performance over time.
3. Assessment works best when the program it seeks to improve have
clear, explicitly states purposes.
4. Assessment requires attention to outcomes but also, and equally to,
the experiences that lead to those outcomes.
5. Assessment works best when it is ongoing, not episodic. (1)

9 Principles For Assessment in Higher Education
(continued…)
6. Assessment fosters wider improvement when representatives from
across the educational community are involved.
7. Assessment makes a difference when it begins with issues of use
and illuminates questions that people really care about.
8. Assessment is most likely to lead to improvement when it is a part
of a larger set of conditions that promote change.
9. Through assessment, educators meet responsibilities to students
and to the public. (1)

Feedback is a useful tool when provided to students in an interactive
and proactive dialogue.(1) Feedback must be tailored to meet the
student needs; be supplemented by feedback from other sources
thereby varying the types of feedback; be geared towards strengthening
the students’ ability to assess their own work with a long-term purpose;
and, feedback conditions should encourage and motivate students to
seek feedback and put it to use. (2)
Written Feedback Should Be:
 Understandable  Selective  Specific
 Transferable  Contextualized  Balanced
 Nonjudgmental  Forward looking  Timely (2)
The Importance of Feedback

Written Feedback Is:
 Expressed in learner actions.
 Consistent and responsive to student needs.
 Is perceived by students as nonjudgmental. (2)
Types of Feedback
Group needs led-feedback
 Self-assessment
 Peer feedback (1)
Continued…

Effective Feedback
1. Prioritize your ideas & understand their value.
2. Balance the content.
3. Be specific.
4. Own the feedback.
5. Be timely.
6. Offer continuing support. (1)
Continued…

Feedback for Diverse Learners
Examine the following when developing responses:
1. Tasks and classroom interactions provide scaffold to facilitate
student learning.
2. Teaching develops all students’ information skills and ensures
students’ ready access to resources when needed to assist in the
learning process.
3. Students receive effective, specific, appropriately frequent,
positive and responsive feedback. (1)
Continued…

Today, our classrooms are comprised of a wide variety of students who
represent a rich tapestry of diversity from various ethnic backgrounds,
races, languages, disabilities, abilities and, they posses a myriad of
learning styles that is just as diverse. In the not so far past, instructional
strategies were structured for the one-size-fits-all classroom. These days,
one-size fits some but doesn’t reach every learner. When students are
being directly or indirectly affected by a lack of variation in instructional
strategy, they instructor may be inadvertently sending the message sink
or swim. To offset, instructors should involve their students in the
development of the objectives and content. By diversifying the
instructional strategies, the instructor moved the learning environment
form one that is teacher-driven to one that is learner-centered. (1)
Teaching in The Diverse
Classroom

• Our role as educators is to foster learning and present ourselves as
positive role models.
• Being fair & honest with our students is an ethic that should be
applied in every aspect of our teaching.
• Remaining open to student points-of-view & opinion that may be
different than your own.
Practices that may help divert unethical standards:
1. Try best to be prepared for class instruction.
2. Remain current both in content area & in instructional methods
that foster learning.
Ethics & Protocol

3. Be respectful of student autonomy – the independent nature of the
students and the fact that students are at different stages of their
lives than are the instruction.
4. Be available to our students when we say we will be (i.e. keeping
appointment times).
5. Be willing to listen to students’ concerns by giving as much thought
and preparation to our interactions with all our students, no matter
which level of academia they are at. (1)
Ethics & Protocol
Continued…

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student learning. Informally published manuscript, Center for
Teaching, Learning and Assessment. Indiana University Kokomo,
Kokomo, IN. Retrieved from http://legacy.iuk.edu/~koctla/
assessment/9principles.shtml
Resources

Resources
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Resources
Fawcett, G. (1997). Is a good teacher always a good mentor?. The Mentoring
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Resources
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