Unit Level Development
-Teaching Philosophies at the Unit Level
Developing in Fractal
Patterns IV:
Edward Nuhfer, Idaho State
University
Steve Adkison, Idaho State University
Thinking in fractals involves polishing one's ability to see patterns
within complex forms, and to perceive a common pattern operating
recursively while observing these forms at different scales. In our last
Diary, we concentrated on the nature of teaching philosophies constructed
by the individual professor. It's no accident that we placed
introspection at the foundation of the fractal generator described in
earlier Diaries I and II. Introspection brings to light what one most
wants to do, reveals the origins of these aspirations and clarifies
renewed purpose. These highly personal attributes produce the intrinsic
motivation to love one's work and one’s students as a scholar and
teacher. Without such motivation, it's probably hard to function well for
long in any aspect of teaching, so some would consider clear statements
of these alone to be a teaching philosophy. However, we distinguish here
what we term a "sophisticated" philosophy that shows that
personal choices have been informed by knowledge beyond knowledge of
one’s self and one's own motivationthat is, by familiarity with some key
literature on adult teaching, learning and thinking and not merely by
one's own or one's students' expressed sense of satisfaction with a
particular course. Because introspection is fundamental to uncovering
instructional aims, as well as understanding where these aims originated,
our next step as developers lies in extending the thinking that builds
sophistication in a teaching philosophy to the larger scale of unit
levels.
Units can be programs, departments, colleges, universities, or committees
that have a particular curricular responsibility such as general
education requirements for a university. They carry the collective
philosophies of two or more professors, which if shared and coordinated,
can build a stronger curriculum and probably furnish better education.
Just as individuals seek to consciously understand their teaching and
their students’ learning though self-reflective practice, units too, can
better understand and structure the overall arc of student learning in a
given program or curriculum by engaging in discussions that lead to
unit-level self-reflection. Just as every teacher has a philosophy,
whether written or not, units operate with a philosophy whether stated or
not. In some cases, the unit's operational philosophy promotes academic
freedom and individual competition to the degree that it precludes
awareness or support for needed cooperation or for awareness of
collective responsibility. In extreme cases, poor relationships dominate
to such a degree that individuals within these units cannot have the
necessary constructive conversations. Such an atmosphere can erode even
individuals' intrinsic motivation. By incorporating unit-level
introspection into their day-to-day functioning and structure, units gain
a powerful tool for both instructional alignment and for overcoming the
all-too-human foibles that can impact the unit’s ability to move toward
that alignment. The research is clear unless we do have such
conversations within our units, we cannot produce the kinds of results
for our students in thinking or content learning that are possible with
the instructional clarity and deliberate coordination that unit-level
introspection brings.
Developers practice unit level development less frequently than they do
individual development. Some developers never do unit level work, but the
literature has long shown that unit level development is necessary to
produce outcomes that single individual efforts cannot produce. The work
on levels of thinking since the classic work of William Perry in the
1960s is in revealing that mentoring students to higher level thinking
cannot be accomplished successfully by a single course consistent
(cf NTLF, V11, N1, pp. 5-8); it requires a planned, coordinated
curriculum of at least a few courses offered over time. The National
Survey for Student Engagement confirmed that learning outcomes are
superior when larger units (colleges, universities) have an identity
recognized by the individuals within them: “Studies show that what has
the greatest impact on student learning is engaging them in a variety of
challenging complementary educational practices that
reinforce one another.” (NSSE Report 2000; emphasis added). In the
assessment movement, in particular, assessment of learning is highly
focused on unit level outcomes. Intra-institutional reviews such as
general education curriculum assessment, external professional program
reviews, discipline-specific program accrediting bodies, even
institution-wide accreditation reviews all focus closely on the
articulation of outcomes that are directly assessable and which lead to
the kinds of assessment data that directly advance student learning
through ongoing programmatic or institutional reflection. If assessable
outcomes cannot be articulated by a unit, then that unit will be
incapable of any meaningful assessment efforts. Faculty development can
reflect this reality and it can help to support such outcomes.
In our last Diary, we showed that detailed introspection at the
individual level must precede the drafting of philosophy statements. In
that same Diary, we listed twenty-five items useful for assisting
personal self-reflection. Developers can also use those items to design a
workshop in unit level introspection. In fact, every one of those
twenty-five items has a correlative at the unit level. Consider the first
six items from the past diary. It is important to stress that there are
many good ways an individual can address these items, and the development
of a sophisticated unit-level philosophy does not seek to have the unit's
members conform to a single philosophy, but rather to consider how to
make best use of such diversity as exists within the philosophies of
individuals that comprise the unit.
Part 1. Knowing myself as a professor
1. I clearly know the two major reasons why I became a
college professor.
2. I clearly know two aspects of my work that are most
satisfying.
3. I clearly know two aspects of my work that are challenges
or frustrations.
4. I can recall a mentor who was a particularly positive
influence on my teaching, and the setting in which this memory
occurred.
5. I understand the significance of that memory with respect
to how I teach today.
6. If a decade from now, a student recalled me as an
influential teacher, three traits I would like to be remembered for are
_____, ____, and __________.
Next, examine this same pattern of awareness is carried to the unit
level.
Part 1. Knowing ourselves as a unit
1. We clearly know two major reasons why we are a
separate unit.
2. We can clearly state two aspects of working in this unit
that are particularly satisfying.
3. We can clearly state two aspects of our work that are
challenges or frustrations to be addressed.
4. We can point to an equivalent unit at some other
institution, which has some traits/accomplishments worth emulating.
5. We understand the unique value of our unit as distinct
from equivalent units at nearby institutions.
6. If a decade from now, a student recalled their experience
here, three signature traits we would like to be remembered for are
______________, __________________, and
_________________________________.
In two-day retreats with colleges, we have spent day one on the
individual introspection and day-two on unit level conversations. The
patterns of introspection important to the guided conversations held with
oneself to create a teaching philosophy remain visible as equally
prominent when conversations about the unit are held with one's
colleagues. Like fractals, they are one and the same, differing in the
scale to which they are applied and in the richness that minds working
together can produce.
Following are the remaining unit level facets that are parallel
equivalents to items 7 - 25 of the individual facets printed in the last
Diary.
Part II. Knowing what we want/need to do at the program level in our
unit
7. “Successful teaching” at the unit level means
achieving the following outcomes for our students with respect to
content knowledge: ___________________
8. “Successful teaching” at the unit level means achieving
the following outcomes for students with respect to students'
attitudes: ___________________
9. “Successful teaching” at the unit level means achieving
the following outcomes for students with respect to values:
___________________
10. “Successful teaching” at the unit level means providing
students with the following experiences: ___________________
11. “Successful teaching” at the unit level means achieving
the following outcomes for students with respect to levels of
thinking: ___________________
12. We understand how each of the required courses fits into
the department/college/ university curriculum in regard to what each is
supposed to contribute to each of the five areas boldfaced
above in order to achieve the outcomes we want.
Part III. Understanding the pedagogical distribution
13. Students should experience the following as dominant
pedagogical method(s) in our curriculum, ______________; we identified
these particular methods as important
because________________________
14. If our students experienced only the lecture method,
their education would differ in these important
ways__________________
15. Our students' favorite experiences among the non-lecture
approaches to teaching are _________________________
16. We know that these favored non-lecture approaches are
effective because ________________
17. We have considered the following non-lecture
approach/model and rejected emphasizing it because________________
18. There are several well-established models through which
to recognize students’ levels of thinking. The model we’d
like our students to be familiar with is _________________________
19. We’ve chosen to utilize this particular model for our
students because____________
20. In each of our required courses in a sequence, we know
the progressive distribution for levels of thinking that we want to
emphasize.
Part IV Understanding how successful we’ve been
21. When a class session ends, we know that most students
have understood and achieved what was intended because our
teachers_____________
22. We know that the pedagogical approaches we’ve chosen to
emphasize are effective practices because _________________
23. When a course ends, we know that we have been successful
in improving students mastery of our intended content knowledge and/or
skills because ___________________________
24. If our students were asked: “What were the most valuable
experiences that were provided for you in our unit's program?” most would
answer___________________________
25. If our students were asked: “Aside from factual knowledge
or skill proficiency, what was the primary change in your awareness with
respect to values and/or attitudes that the program produced?” most would
answer___________________
Those developers who work closely with their assessment offices (and we
all should!) will quickly recognize how such development assists units in
assessment efforts. As we mentioned earlier, meaningful assessment is
impossible without well-articulated outcomes, and this type of unit-level
development is often instrumental in shaping sound and productive
strategic planning and assessment frameworks. Developing awareness of the
need for individuals to work together in order to produce the curricular
coordination required for high-level learning translates into assessment
efforts that "close the loop," helping to ensure that
instructional alignment is actual and sound, not just wishful thinking.
Such development provides an operational framework that ties improved
learning to the same efforts used to assess it.
In summary, the literature is clear that faculty need to work with one
another in units in order to design curricula that achieve educational
outcomes that go well beyond mere learning of factual content. Fractal
thinking does not just encourage instructional alignment; it
demands it. It is also clear from the assessment literature that
evaluation of learning and decisions about what defines successful
educational outcomes requires much more than the satisfaction ratings
provided by participants. Development that helps individuals to improve
their student evaluations certainly remains important, but development
must extend beyond remedial help for individuals in order to deliver the
potential that development has to offer to promote learning, high level
thinking, or good assessment practices. Consider the activities you do
now for individuals and try some fractal thinking. When we can see how
things we emphasize as valuable for individuals also apply at the unit
levels, it provides exciting insights and permits the kinds of important
conversations that A. T. de Nicolas (Habits of Mind, 2000, NY,
Authors Choice Press) notes are crucial.
Contact:
Ed Nuhfer, Director
Center for Teaching and Learning
Idaho State University,
Pocatello, ID 83209-8010
Telephone: (208) 282-4703
FAX (208) 282-5361
E-mail: [email protected]
OFFICE PHONE: (608)
255-4469
FAX:
(509) 267-1146
James Rhem http://userpages.chorus.net/jrhem/
Executive Editor
THE NATIONAL TEACHING & LEARNING
FORUM
http://www.ntlf.com
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