Learner Centered Education

Guest Blogger: Frank Worts

There is much talk today concerning the movement from teacher centered education, “the sage on the stage” as identified in an earlier posting on this blog, and student centered learning. From my perspective, student centered learning encapsulates many of the issues that we have been discussing on this blog and at our Faculty forums. Let me begin by identifying my view of learner-centered education.

To me, student-centered learning relies on the identification of the experiences, interests, capacities and needs of the students as the starting point of the educational experience. Based on this view of the learners, the learning focus then must include the best theories of learning and practice that are effective in promoting high levels of motivation, confidence and achievement Concretely, again from my perspective, there are four concepts that I believe are needed to support learner centered education.

1. Each learner’s life experience, environment, culture, interests, goals, and beliefs need be identified and respected to create independent thinkers.
2. Unique differences such as emotional perspectives, learning styles, rates of learning, talents, confidence and motivation must be addressed to promote the highest achievement.
3. Real life learning activities must help learners connect new learning with prior knowledge and experiences. This produces better learning.
4. An environment with positive interpersonal interactions facilitates the learner to feel acknowledged, respected, and validated (Henson, 2003).

So how would one address these five concepts in creating a learning centered environment at Lincoln University? From my perspective, the overarching prospective to accomplish this perspective is that the Masters of Human Services Program (MHSP) has to be extended beyond the Graduate Center Classroom environment to the adult students’ personal life, family life, community life, and their work and environmental realities. WebCT (or other good course management system) provide useful tools to expand the classroom to better engage the adult student in applying the MHSP content to their multiple environments. I will attempt to address how the above four concepts are integrated into the Introduction of Applied Sociology & General Systems Theory of the (MHSP), and perhaps generate some discussion that positively addresses our undergraduate and graduate students educational experiences at Lincoln.

Student Perspectives and Frames of Reference

To identify the perspectives and frames of references for each of the student, WebCT’s student profile module is used. Each student completes a personal introduction template and posts their picture with the profile. This exercise is followed by a personal, in class introduction where classmates can ask questions of the presenter. I model the interaction by asking elucidating comments and supporting areas that are identified and have individual classmates offer support or connect to the life events. To enhance this self understanding, the discussion module is used on a weekly basis where course concepts are applied to either the family, community or work environment with connection to their personal learning. To promote positive interaction, each student must academically critique or support the discussion posts of at least two of their classmates. My experience indicates that students will continue the discussions during class to gain clarity. My role in the discussions is minimal except to redirect if discussions are off target or if concepts are used incorrectly and no other student has intervened to make the needed adjustment. This outside the class interaction provides a context for my face to face interactions during the time available during the Saturday classes.

Learning styles and intelligences, emotional, developmental and learning rate differences

I believe we all learn differently. The WebCT, the Electronic White Boards, and the Notes software can help to address these styles. I find that students who have great concerns about understanding a concept, assignment, or a work situation will use WebCT, e-mail, a messenger service to address their concerns, more readily that using the phone. To address learning rates, Web CT offers the possibility of learners being able to supplement their classroom interaction with non synchronization use of resources that are provided to clarify and intensify the understanding of course content. For instance, I have a “Current Events” discussion section where students discuss how concepts that were raised and discussed in class are viewed in the real world through press and academia. Using the White Board in conjunction with small group discussions/case studies/problem based learning provides an opportunity for individual student to exercise their various learning styles. Visual learning is facilitated by the students posting, finding, and noting critiques and finalizing group positions. These visual presentations can be saved and forwarded for either future discussion or a lesson summary. More time is spent in the higher learning activities --analysis, synthesis and evaluation-- with the materials being posted. Students use the linguistic, logical-mathematical, spatial, bodily-kinesthetic, interpersonal intelligences in organizing, designing and explaining and working with the group findings.

Real Life Learning and its connection to prior learning and experience

All content of the course is applied to the real life activities of the adult students. In Year One of the MHSP, all system concepts that are discussed are applied to the Master of Human Services program. These concepts are personalized when students apply and discuss themselves as systems and how they fit in with their families, work place and the MHSP. Since students enter the program often with the goal of being promoted in their agencies or organizations, real life examples or case studies generate enthusiasm.

A Positive Environment through Interpersonal Relationships

To facilitate a positive interpersonal environment and to develop meaningful personal relationships, the classroom is divided into learning clusters of 5 or 6 students. Tables are organized into squares so students can face each other and interact. Class time is divided between small group, large group and mini lectures that present material and set context for projects. Learning clusters work with each other around understanding and applying concepts on a weekly basis. In addition, the clusters are assigned a group project which requires research, analysis and a 30 minute presentation using appropriate multimedia to engage their classmates. All presentations are evaluated verbally by classmates and the instructor after completion, and each group is provided with a written evaluation and grade developed by the instructor.

Do these personal applications have applicability to education practices across the university? If so let’s dialogue.

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Henson, K. T. (2003). Foundations for learner-centered education: A knowledge base. Education, 124(1), 5+.

McCombs, B. L., & Whisler, J. S. (1997). The learner centered classroom and school. San Francisco: Josey-Bass Publishers.

Can We Save The World By Shopping?

Guest Blogger: Nancy Shahani

Initially when contemplating what to write as a seemingly appropriate blog the topic of plagiarism in the graphic arts came to mind – it seemed academic in nature and somehow revealed if not validated what it is that one as a Professor of graphic arts does and what it is the students are pushed so hard to achieve; but then, with inspiration to think on a larger scale, another topic came to mind; one that will hopefully engage in a dialogue by touching on several issues. It was a book lecture on Cspan featuring authors Raj Patel (The Value of Nothing) and Naomi Klein (The Shock Doctrine) which fostered a rethinking of the role of graphics even though in these pre-mentioned writings there was no mention of graphics or advertising but more so of human need and consumption in relation to the current state of the world, they were, none-the-less thought provoking and inspiring - but let’s back track a little. Since the topic of plagiarism was something that would be deemed as important, here is how it was going to be addressed; plagiarism in graphics is a valid concern; graphic art is hard and entails a great deal of work; graphic design is the new art of today and is part of our everyday lives; graphics include the language of slogans, the colors of products and their logos, and of course the imagery which accompanies them; authenticity in graphics is essential since it is questioned more and it must be maintained with original imagery and a composite of sources; poor writing in other courses is as bad design is in graphic design courses.

The conclusion of this piece was to state how we take graphics and advertising for granted since the medium itself is so accessible as many think they can design since they do use a computer just as many think they take a photograph simply because they have held and can hold a camera; however graphics is a challenging and powerful art form which drives the economy. Since business today is the image business this medium should not be taken for granted; but now this serves as an introduction.

In this world of what can be deemed as one of moral depravity and a dying economy does graphic design still have a place? Does the spending power of the individual still exist? Can we save the world by shopping? Eventually everything and everyone becomes a commodity – we market ourselves the way we market products and if a person or thing does not exist in its marketing bubble its value ceases to exist – one becomes off the market. When we think of brands that had power ten years ago and how some are not heard of nor discussed today we realize that it was the advertising which ended – the graphics cease to be. When we as humans stop our job search, when we no longer update our resume when we no longer publish, create or exhibit, then in some way from a marketing stand point, we cease to exist. Basically when the marketing bubble deflates the exposure ended and when the bubble bursts, the exposure went into overload. The question is can someone or something become a branding threat? When is promotion too much? And how does graphics play its part?

Graphic design is advertising and advertising promotes the good, the bad and the ugly of today’s corporate world; and everything in the world can be viewed as a corporation. We advertise to raise awareness – we advertise so society will want; we advertise so society will need. Having said this, are graphic designers responsible for the mass consumption of the world today? Are graphics responsible for our living beyond our means? It may seem absurd to blame the creative thinker for the world’s economic crisis, but the mind behind some of the greatest campaigns has proved to be quite powerful, in fact never before has the creative mind been so valued. Companies today (and everything in the world can be viewed as a company) recognize more and more the increasing value of a creative mind so much that it has been noted by author Daniel Pink, the MFA is now the new MBA. The true creative mind understands not only design and necessity, but economics and psychology.

The statement ‘necessity is the mother of invention’ is still one designer’s abide by today – however it is the term ‘necessity’ which has changed over time. Frankly when it comes down to what it is humans really need the list is very short – yet in today’s world one’s lists has now become a book. We buy into the fantasy of an image and to the power and self worth we think that fantasy will bring. The size of our home, the car we drive the labels we wear were all brought to our attention through skilful manipulative advertising – through well designed imagery and graphics. Now, we as humans are smart, we know we are being branded to – so then why buy? Well, to be frank, the opposite can lead to cynicism. The very idea of limited capitalism can seem peaceful and more humane it is then upon visiting other parts of the world and that one discovers this lack of free enterprise often lends to an unmotivated and almost depressed society; a cynical unhappy place because as humans – we want. For the majority of one’s life, the desire for material things seems innate and it is with clever advertising that this desire becomes enhanced. It is from childhood to adulthood that we are targeted; in fact advertising does not leave us alone until we are near death. Perhaps it is because as one enters into their senior years the desire for material things lessons; this lack of material desire can be explained by either a lack of interest in the world they know they will soon leave and / or an appreciation of what they deem as truly important in life; however, not all of society reaches seniority at the same time - perhaps why the creative mind rarely targets to this demographic but rather to the world’s increasing middleclass or flatness (as Thomas Friedman’s book Hot, Flat and Crowded addresses); the world’s increasing latte factor.

The creative mind convinced the consumer that Starbucks is worth the extra money since any product with a healthy green and mother earth branding cannot be all that bad for you. Target’s re-vamped logo brought a company back from the grave and suddenly represents products that are better designed and more in tune with a younger and hipper demographic than its competitors. Furthermore, the purity of Dove’s white soap is indeed the campaign for real beauty; one does in fact need to ask themselves if they “Got Milk?” as oppose to if they “Got Soy?”; it is the yellow arches of McDonald’s utopia which is the happiest and sunniest place for children to beg their parents to take them there; and those who drink Pepsi are indeed part of the new generation. The little girl innocent pink color of baby aspirin makes it okay to give a child; and one harmless white aspirin pill a day is good for the heart. Hershey’s chocolate will bring love into your life; and a MAC computer is more futuristic and humane than others; clearly noted by their everyman spokesperson Justin Long. Raj Patel’s book The Value of Nothing, begins with a quote from Oscar Wilde: “nowadays people know the price of everything and the value of nothing.” One can blame the creative mind for this.

Then we ask how happy are we broke? And how happy are we without? The happy medium would be the ideal – the problem is in knowing when enough is enough and when to stop buying and consuming. So do the graphic arts serve any good? Well, we can argue that people like things and they like to shop and we as humans need fantasy and luxury and more so desire to feed our drive, and as such, graphics help. But let’s talk about the accessibility of graphics since one cannot go without mentioning ‘the good’ that well designed graphics serve. Advertising can be used to raise awareness; from human issues, to world concerns, graphics can inform one of a non-profit organization, of health issues, and of political leaders. From the public art of billboards to the target marketing of direct mailers, graphics can help initiate change – and dare we say aid to saving the world.

Do We Share our Passion for Reading?

Guest Blogger: Joanne DeBoy

Reading is a subject and a process that reaches all levels of the education world and is a topic of discussion by students, parents, teachers, professors and politicians. It has been used as a political football in terms of funding; Should schools/programs receive funding for their poor reading performance? Should schools receive incentives monies for exceptional reading performance as measured on a standardized test? Debates ensue as to which strategy should be used to improve reading performance by those in the field and well as by those without formal education in the psychology of reading (the process). Some questions that confront the reading field today are:

• What is meant by “proficient” reading performance?
• Do standardized tests deliver what they purport to deliver?
• How can we obtain the critical reading performance levels of 53.2 million K-12 students in a cost-efficient manner?
• How does critical thinking relate to reading comprehension? Can critical thinking be taught?
• Which instructional approach is more beneficial: top-down or bottom-up?
• How and to what extent does decoding and phonemic awareness relate to reading performance?
• How has the view of reading instruction changed with the increased use of technology?
• Given the wide range of available electronic information, will books be essential in the future?
• Will email, texting, etc. undermine or enhance writing/reading proficiency?

Despite the many discussions regarding the above topics and many more issues, the numbers of students in the United States who are avid and enthusiastic readers is shockingly small (Guthrie, McGough, Bennett & Rice, 1996). Research suggests that even those who have the cognitive ability to read choose not to read; thus, they have been dubbed “alliterate”.

Reading instructional programs designed to improve students’ performance have been in the K-12th grade curriculum since the establishment of normal schools (teacher preparation programs) and has been in the media recently, courtesy of the federally-funded No Child Left Behind mandate. However, the reading instruction issue does not stop at the basic education level; both community colleges and 4 year colleges and universities have recognized the need for reading support and instruction for college students for some 35 years. This, too, has engendered heated discussion at many levels.

Four years ago, Lincoln University’s Board of Trustees, administrators and many faculty members identified the need to require our students to read beyond assigned textbooks. For that reason we have been creating a reading list of books that students should read. It should be noted that Lincoln University is not alone in providing a reading list of extra-curricular books with content to which our college students should be exposed.

However, I am recommending an additional step to enhance a love of reading based upon research by Applegate and Applegate (2004) that connected the teaching of reading (or any other subject) to the Peter Effect. The subjects in the research were pre-service teachers, many of whom mirrored the reading behaviors of many college students: they have the cognitive ability to read but choose not to do so. The authors identified the problem in somewhat biblical terms, recalling the story of Apostle Peter who, when asked for money by a beggar replied that he could not give what he did not have (Acts 3:5). The research finding was disheartening; many pre-service teachers do not have a love of reading to pass on to students. How can teachers/ professors give what they do not have—a love or passion for reading, learning or specific content? How can we share the feelings, the insights, the connections and relevancy that we receive through the written word if we don’t possess it ourselves? We must share that love of reading that we feel when we reflect on those books that resonated with us, touched our souls and remained a part of our very being. Those are the books, ideas, topics, essays that we need to share with our students so that they might become afire with a love of reading/learning.

A book that was recommended by the Biology Department for the Lincoln University Reading List, still being developed, was “The Double Helix” by Watson and Crick (1951). I was moved to remembering the pictures I had in my head in my earlier college years when I was given the assignment to read that book. I can still visualize the two graduate student researchers in the early years of their careers doing their work and discussing their ideas about DNA in that small cluttered room. I don’t remember if the book was assigned for Biology, Microbiology or the Physiology of Behavior but I do remember connecting to those graduate students doing their research as I read that book.

There are reading skills and strategies that can be taught to students to help with their reading comprehension. However, most college professors have not had formal instruction regarding the reading process, reading skills or strategies. What all educators should model to our students is our love/passion for reading and learning and what we have experienced through the written word.

Academic Integrity: A Constant in a Sea of Change

Guest Blogger: James DeBoy

American higher education embarked upon the road of mass education after World War II. The elite education system, designed for what WEB DuBois termed the Talented Tenth, was perceived by many in 1945 as undemocratic. With the influx of returning GIs and the emergence of community colleges, many of the traditional universities supplemented or revamped their classical- liberal arts focus with professional and or pre-professional programs of study. Normal schools (traditionally the providers of basic education) evolved into state teacher colleges while certain professional schools (e.g., pharmacy and more recently, PT and OT) escalated their credentials that would require graduate study. The late 1960s witnessed a proliferation of developmental/remedial courses designed to increase the likelihood of “underprepared” college freshmen achieving sophomore status; such actions were justified as college administrators more fully embraced the “mass education” model. One could argue that Lincoln entered the mass education fold in the late 1960s—a time when opportunities to enroll in white, “prestigious” colleges became available for high-performing African Americans.

Throughout all of these aforementioned challenges and concomitant changes to academe, one variable was constant: the academy’s adherence to principles of academic integrity was paramount. Students needed to adapt and adopt mindsets and behaviors if, in fact, they entered with values perceived as opposed to the academic culture. Yes, the more honest institutions provided additional opportunities for students with different feelings and habits to embrace/demonstrate the requisite skill set thought to be the necessary variables for degree completion. Despite the apparent change in (many) students flocking to our nation’s colleges in the post-war years, the university’s commitment to its “academic culture”, i.e., academic integrity, should not be compromised nor diminished. The academic integrity component to which I refer is the SLOs that are part-and-parcel of every academic/professional discipline: the knowledge, skills, attitudes, and habits of mind that academicians hold dear and deem absolutely essential for disciplines to be studies worthy of pursuit.

I have heard in recent years that faculty, curricula, and pedagogy must change to better meet the needs and wants of today’s “net generation”. I agree… to a point. First and foremost, we need to differentiate between needs and wants. Secondly, we need to keep in mind that one of the hallmarks of higher education has been its success in transforming students. Students of the net, me, and gimme generations (all generations) can, and should, change after experiencing 4 years of study. One operational definition of intelligence is the ability to adapt to a changing environment. Thus, if faculty teach and expect students to master x, x must be mastered. By all means, x must be authentic… connected to the real world of one’s chosen field. If faculty cannot justify x for being a part of the curriculum, if we cannot make connections of x to our profession or life, then we should probably not teach it.

Faculty can, and must, have standards to which they hold all students. To do otherwise is, in my opinion, a disservice to the students whom we are entrusted. Having said that, I am fully cognizant of unique learning styles, extenuating circumstances, and the like. While I can empathize, I must guard against sympathizing lest I lower my expectations. Students at all levels of the educational system (and marketplace) are better served for life after school when they consistently hear and see that performance supersedes intentions, promise, and ability. Students must learn early that causes (including inaction) have consequences: missed classes, late submissions, and blown opportunities are simply that… missed.

Pedagogically, many HPER faculty may be considered “conservative, old-fashioned, behaviorally rigid, and authoritative.” Formal training in the health sciences and physical education often times shapes that viewpoint. Perhaps, the content of the fields exacerbates a personal predilection for closure, structure, and practice. Principles and laws that guide HPER-related disciplines afford a sense of order in a chaotic world. In any event, HPER faculty seem to prefer environments and phenomena that are measurable, objective, and operationally defined. In short, we seek to identify, arrange, regulate, manage, systematize, classify, fix, and establish parameters that will assist our understanding of (and co-existence in) the world. We strive to share that approach/methodology with our students. In our opinion, the most efficient manner for doing so involves, by necessity, boundaries. At first, these boundaries may appear as deterrents to student growth and development but the opposite is true. Limits, i.e., faculty expectations/standards of conduct, will eventually set students free. To be truly free, one must be self-disciplined. Initially, some/many 18 year olds will need those limits imposed by faculty. Over the course of 8 semesters, other-imposed is gradually replaced with self-imposed. It has been HPER’s position that all students can learn and it is our responsibility to teach whoever enters our classrooms. While we start where students may be, we are obligated to take them where we (and those practitioners in the fields of HPER) believe they need to be in order to effectively deliver their services to society.

The beauty of higher education (critics will see it as the bane) is that multiple paths exist to truth. Each discipline may be different in its approach to understanding (and even defining) the problem. Within each discipline there exist myriad models to address the targeted concept. Academe is, by its very nature, diverse and, yes, sometimes divisive. Differences of opinion are expected and encouraged in a climate of open dialog. Some of my colleagues may agree with much of what I have said, some will accept parts, and others may reject my arguments wholly. And that’s OK—conclusions should be challenged… it is the stuff that shapes academe; it should be one of the constants in the sea of change.