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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: PDF
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
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  Data: 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.)
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