Using Fink's Integrated Course Design: How a Book Changed Our Students' Learning, Our University, and Ourselves
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| Title: | Using Fink's Integrated Course Design: How a Book Changed Our Students' Learning, Our University, and Ourselves |
|---|---|
| Language: | English |
| Authors: | Fallahi, Carolyn R., Levine, Laura E., Nicoll-Senft, Joan M. |
| Source: | New Directions for Teaching and Learning. Fall 2009 (119):43-52. |
| Availability: | John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 10 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Adult Education Higher Education |
| Descriptors: | Interdisciplinary Approach, Course Descriptions, Instructional Design, Instructional Effectiveness, Instructional Innovation, Meta Analysis, Teaching Models, Teaching Methods, Teaching Experience, Learner Engagement, Integrated Curriculum, Educational Strategies, Educational Change |
| DOI: | 10.1002/tl.363 |
| ISSN: | 0271-0633 |
| Abstract: | This article presents an interdisciplinary approach to course redesign that enhanced student learning across all six categories in Dee Fink's taxonomy. A meta-analysis of the results provides evidence that integrated course design produces significant learning. In this article, the authors tell four connected stories: (1) how Fink's book, "Creating Significant Learning Experiences," challenged them to change their teaching in lasting ways; (2) how they used this inspiration to assess Fink's ideas about integrated course design (ICD) empirically in a scholarship of teaching and learning (SoTL) model of research; (3) how their experiences helped to spread these ideas within their university and beyond; and (4) how this whole experience changed them. They hope this article inspires other faculty members to apply these ideas to create significant learning experiences for their students and also for themselves. (Contains 2 tables.) |
| Abstractor: | ERIC |
| Number of References: | 11 |
| Entry Date: | 2009 |
| Accession Number: | EJ858766 |
| Database: | ERIC |
| Abstract: | This article presents an interdisciplinary approach to course redesign that enhanced student learning across all six categories in Dee Fink's taxonomy. A meta-analysis of the results provides evidence that integrated course design produces significant learning. In this article, the authors tell four connected stories: (1) how Fink's book, "Creating Significant Learning Experiences," challenged them to change their teaching in lasting ways; (2) how they used this inspiration to assess Fink's ideas about integrated course design (ICD) empirically in a scholarship of teaching and learning (SoTL) model of research; (3) how their experiences helped to spread these ideas within their university and beyond; and (4) how this whole experience changed them. They hope this article inspires other faculty members to apply these ideas to create significant learning experiences for their students and also for themselves. (Contains 2 tables.) |
|---|---|
| ISSN: | 0271-0633 |
| DOI: | 10.1002/tl.363 |
