The Learning Centered Approach:
"We have shifted from an identification with process to an identification with results. We are no longer content with merely providing quality instruction. We will judge ourselves henceforth on the quality of student learning we produce. And further, we will judge ourselves by our ability to produce ever greater and more sophisticated student learning and meaningful educational success with each passing year, each exiting student, and each graduating class.” - Terry O’Banion
What We Have Done So Far...
Examined Learning Centered (LC) Literature,
Constructed a definition and framework for understanding LC,
Discussed and demonstrated LC practices to faculty,
Disseminated and LC based lesson involving students and faculty
Future Plans:
Collect LC models,
Develop and implement professional development workshops,
Outreach to current and future faculty,
Develop active involvement with HHD Student Services Center/EOP,
Research and dissemination
LC Framework
The graphic below shows the framework for the interactive workshop we presented at the faculty retreat this year. A student panel and faculty attendees exchanged ideas about what it means to be Learning Centered. We talked about different learning and teaching styles, and about responsibilities for learning.
The format allowed for an open exchange between students and faculty with lively discussion about strategies for and barriers to Learning Centered Education.
We brainstormed ways to enhance learning centered activities in the classroom. Everyone brought questions, problems, and ideas to explore. The result was the development and strengthening of learning centered teaching in the classroom.
Topics included:
overcoming barriers - such as time restrictions, class size, and content - that inhibit learning centered teaching (e.g., how can we teach theories in an interactive way?)
identifying our own teaching styles and students’ learning styles,
identifying ideas that have worked or flopped,
adapting lessons that we currently teach to be more learning centered?
As a collaborative endeavor involving presenters and attendees, we were able to create a collegial community providing opportunities for the mutual sharing of survival strategies and support in the pursuit of learning centered goals.
The goal of the session was to model and create collaborative experiences to inspire and strengthen social relationships and to collectively support faculty success at CSUN. Valuable information and social connections were made, contributing to a positive social climate that facilitated and motivated activities for learning centered instruction.
- the HHD Committee/Learning Centered Approach
