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Number of Pages: 352
Publication Date: 2013
|Dimensions: 9.10 X 7.00 (inches)|
"Dee Fink challenges our conventional assumptions and practicesand offers an insightful approach to expanding our learning goals,making higher education more meaningful. This is a gem of a bookthat every college teacher should read." Ken Bain,author, What the Best College Students Do
Since the original publication of L. Dee Fink's CreatingSignificant Learning Experiences, higher education hascontinued to move in two opposite directions: more institutionsencourage faculty to focus on research, obtaining grants, andpublishing, while accreditation agencies, policy-makers, andstudents themselves emphasize the need for greater attention to thequality of teaching and learning.
Now the author has updated his bestselling classic, providingbusy faculty with invaluable conceptual and procedural tools forinstructional design. Step by step, Fink shows how to use ataxonomy of significant learning and systematically combine thebest research-based practices for learning-centered teaching with ateaching strategy in a way that results in powerful learningexperiences.
This edition addresses new research on how people learn, activelearning, and student engagement; includes illustrative examplesfrom online teaching; and reports on the effectiveness of Fink'stime-tested model. Fink also explores recent changes in highereducation nationally and internationally and offers more provenstrategies for dealing with student resistance to innovativeteaching.
Tapping into the knowledge, tools, and strategies in CreatingSignificant Learning Experiences empowers educators tocreatively design courses that will result in significant learningfor their students.
"As thought-provoking and inspiring today as it was when it wasfirst published, it is a 'must' for anyone serious about creatingcourses that challenge students to learn deeply."Elizabeth F. Barkley, author, Student EngagementTechniques
L. Dee Fink has been an instructional consultant for morethan thirty years. A former president of the Professional andOrganizational Development Network in Higher Education (POD), heconsults on the topics of faculty development and integrated coursedesign at two- and four-year colleges and accrediting associationsaround the world.