Reflection Piece

Anne Kelly Hoel

My SOTL project incorporated the ≥learning paradigm≤, which states that a university is an institution that exists to produce learning rather than just provide instruction. This belief is held by many educators, but has been slow to transfer to actual practice.

I believe that rejecting the assumption that ≥instruction≤ or ≥teaching≤ is the university's purpose and replacing it with a mission of producing ≥learning≤ by varied methodologies is critical. The passive lecture-discussion format where faculty talk and most students listen, works against the known principles of student learning.

My nontraditional route to becoming a university faculty member helped foster a common-sense belief in the value of student learning over ≥instructor as sole expert, and disseminator of knowledge≤. Evaluating students and teachers in learning terms instead of teaching terms seems very logical.

Focusing on measuring outputs of knowledge and skill development rather providing students the ≥seat-time equals degree≤ model is an inspiring learning climate. I utilized collaboration, the educational approach involving the combined efforts of teachers and students in meaningful knowledge discovery, to encourage deeper learning.

Assumptions of learners and the process include learning as active, learning depending on rich contexts, learners as diverse, learning as social, and learning as building connections between students and teachers and learners and ideas. Discussion groups, case studies, and community involvement are learning techniques that were utilized in the project.

The vast majority of students appreciated the goals of collaborative education: involvement, cooperation and teamwork, and civic responsibility. However, having a student who prefers the passive learning approach of lecture and vehemently protests being expected to actively participate in learning, has given me renewed appreciation for the effort needed to convert those accustomed to the traditional lecture methodology. Collaborative learning isn't for those easily discouraged; it takes time and energy to create an interactive classroom. Students need to be shown how much can be gained by interacting with the subject matter, peers and the instructor.

It's been interesting to see students progress under the collaborative learning model. At first they are cautious, not quite sure if their opinions are truly valued. Then excitement at the volume of ideas and strategies immerges, followed by a real buy-in regarding the process and eventual learning outcomes. It's also rewarding to read the end-of-course evaluations, as opinions on quality teaching often relate to collaborative learning experiences. I will continue to incorporate student feedback into my course development, and continue to strive for deeper learning.