There’s no great mystery to
satisfying your customers.
Build them a quality product
and treat them respect.
It’s that simple.
There’s no great mystery to
satisfying your students.
Build them a quality product
and treat them respect.
It’s that simple.
The Way It Was...
1973
1998
E-mail, Voice-mail,
FAX, pagers
The Way It Was...
1973
1998
Online Information:
Web Catalogs
Networked Databases
Britannica Online
Online Newspapers
The Way It Was...
1973
1998
8-track tapes and LPs
Compact Disks and DAT
Dorm keys
Cash and money orders
PDI access
ATM and Flex
Chalkboards
Hand copying
Registration lines
Textbooks
Multimedia
Photocopying
SIS+
CD ROMs
The Way It Was...
1973
1998
Since our first years on campus, university
students and their campus experiences have
changed in many ways.
Will their classroom and learning experiences
be any different from ours?
Or will we simply teach them as we were
taught?
Ten Ways to Change Undergraduate Education
(Boyer Commission, 1998)
I. Make Research-Based Learning the Standard
Undergraduate education in research universities
requires renewed emphasis on a point strongly made by
John Dewey almost a century ago: learning is based on
discovery guided by mentoring rather than on
transmission of information. Inherent in inquiry-based
learning is an element of reciprocity: faculty can learn
from students as students are learning from faculty.
Ten Ways to Change Undergraduate Education
(Boyer Commission, 1998)
I. Make Research-Based Learning the Standard
SIGNS OF CHANGE:
Problem-based Learning
University Case Study
University of Delaware
Problem-based learning was adopted in all basic science
classes at the University of Delaware to promote active
learning and connect concepts to applications. Students are not
given all the information they need to solve the open-ended
“real-world” problems, but are responsible for finding and
using appropriate sources. They work in teams with access to
an instructor; trained graduate or undergraduate students help
lead some groups.
Ten Ways to Change Undergraduate Education
(Boyer Commission, 1998)
II. Construct an Inquiry-Based Freshman Year
The first year of a university experience needs to provide
new stimulation for intellectual growth and a firm
grounding in inquiry-based learning and communication
of information and ideas.
Ten Ways to Change Undergraduate Education
(Boyer Commission, 1998)
III. Build on the Freshman Foundation
The freshman experience must be consolidated by
extending its principles into the following years.
Inquiry-based learning, collaborative experience, writing
and speaking expectations need to characterize the whole
of a research university education. Those students who
enter the research university later than the freshman year
need to be integrated smoothly into this special
atmosphere.
Ten Ways to Change Undergraduate Education
(Boyer Commission, 1998)
IV. Remove Barriers to Interdisciplinary Education
Research universities must remove barriers to and create
mechanisms for much more interdisciplinary
undergraduate education.
Ten Ways to Change Undergraduate Education
(Boyer Commission, 1998)
V. Link Communication Skill and Course Work
Undergraduate education must enable students to acquire
strong communication skills, and thereby create
graduates who are proficient in both written and oral
communication.
Ten Ways to Change Undergraduate Education
(Boyer Commission, 1998)
VI. Use Information Technology Creatively
Because research universities create technological
innovations, their students should have the best
opportunities to learn state-of-the-art practices -- and
learn to ask questions that stretch the uses of technology.
Ten Ways to Change Undergraduate Education
(Boyer Commission, 1998)
VII. Culminate with a Capstone Experience
The final semester(s) should focus on a major project
and utilize to the fullest the research and communication
skills learned in the previous semesters.
Ten Ways to Change Undergraduate Education
(Boyer Commission, 1998)
VIII. Educate Graduate Students
as Apprentice Teachers
Research universities must redesign graduate education
to prepare students for teaching undergraduate students
as well as for other professional roles.
Ten Ways to Change Undergraduate Education
(Boyer Commission, 1998)
IX. Change Faculty Reward Systems
Research universities must commit themselves to the
highest standards in teaching as well as research and
create faculty reward structures that validate that
commitment.
Ten Ways to Change Undergraduate Education
(Boyer Commission, 1998)
X. Cultivate a Sense of Community
Research universities should foster a community of
learners. Large universities must find ways to create a
sense of place and to help students develop small
communities within the larger whole.
Your Own Observations?
From your own experience as students or
teachers, what best practices have you
observed that you might use in your own
classes?
Characteristics Needed in
College Graduates




High level of communication skills
Ability to define problems, gather and
evaluate information, develop solutions
Team skills -- ability to work with others
Ability to use all of the above to address
problems in a complex real-world setting
Quality Assurance in Undergraduate Education (1994) Wingspread
Conference, ECS, Boulder, CO.
Cooperative Learning:
What the research shows


Academic Success
higher achievement, including
knowledge acquisition, accuracy,
creativity in problem-solving, and
higher reasoning level.
Attitude Effects
persistence towards goals,
intrinsic motivation, applying
learning in other situations,
greater time on task
Johnson, Johnson, and Smith (1998 )
What are the Common Features of PBL?





Learning is initiated by a problem.
Problems are based on complex, real-world
situations.
Information needed to solve problem is not
initially given. Students identify, find, and
use appropriate resources.
Students work in permanent groups.
Learning is active, integrated, cumulative,
and connected.
Institute for Transforming Undergraduate Education
ITUE was created to promote reform of
undergraduate education through faculty
development and course design.
Institute Fellows receive hands-on
experience in employing active learning
strategies and effective use of technology in
their classrooms.
In addition, Fellows are eligible for
discretionary funding to support
transformation of their courses.
Institute for Transforming Undergraduate Education
1997-1999 Fellows:
115 faculty members,
42 departments,
all colleges.
Institute for Transforming Undergraduate Education
Summer Sessions:
Education Reform and
•Active/Group Learning
•Effective Use of Technology
•Learning Objectives
Experience It Yourself
-- Problem-Based Learning
Getting Started -- The Syllabus
The Internet as a Learning Resource
Incorporating Active Learning in the
Classroom
Getting Started with Groups
Problems and Cases: Writing
Material for Your Course
Internet Resources for Your
Course
Student Assessment and
Assessment Strategies
Evaluation of Transformation
Projects
Building a Web Site for Your
Course
Institute for Transforming Undergraduate Education
The Leaders:
George Watson
Physics and Astronomy
Deborah Allen
Biological Sciences
Harry Shipman
Physics and Astronomy
Valerie Hans
Criminal Justice/Sociology
Barbara Duch
Math/Science Education Resource Center
Sue Groh
Chemistry and Biochemistry
Hal White
Chemistry and Biochemistry
Betsy Lieux
Nutrition and Dietetics
Institute for Transforming Undergraduate Education
Applications:
What are your objectives for students in
this course?
How would you like to change the way
you teach?
How would supplemental funding assist
your development of this course?
Institute for Transforming Undergraduate Education
1999 Calendar:
Dec. 17
Jan 10-14
Mid-April
June 12-16
Registration due
Winter Session
Applications due
Summer Session
Institute for Transforming Undergraduate Education
For additional information on
objectives, activities, and application:
http://www.udel.edu/inst/
bduch@udel.edu ghw@udel.edu