Meeting in the Middle

1. Meeting in the Middle Integration at Augustana College Robert D Haak Associate Dean

2. Experiences • Doing, observing • Actual, simulated • “Rich learning • experiences” • Information • and Ideas • Primary/ secondary • Accessing them in-class, • out-of-class, online • Reflecting • On what one is learning • and how one is learning • Alone and with others Why Should We Do It? Educational Theory (i.e. Dee Fink) says we should do it: FIGURE 4.2. A HOLISTIC VIEW OF ACTIVE LEARNING • P. 107 in Creating Signification Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass. 2003.

3. Outcomes General Education Dispositions Practice Leadership Become a Responsible Learner Employ and Respect Diversity of Perspectives Practice Responsibility in Individual Living and Citizenship

4. Liberal Studies • First-year sequence courses • Fall Term LSFY-101: “What does it mean to be a liberally educated individual?” • Winter Term LSFY 102: “How does exploring the past deepen our understanding of the human condition?” • Spring Term LSFY 103: “How do we embrace the challenges of our diverse and changing world?”

5. Goalsfor the First Year Sequence • Critical Thinking • Reading and Writing • Speaking • Information Literacy • Academic Integrity

6. One course in each Learning Perspective + three additional courses The Past (PP) The Natural World (PN) Individuals and Society (PS) Literature and Texts (PL) The Arts (PA) Human Values and Existence (PH) • One 200-level Christian Traditions course • A learning community Pair of thematically-linked on-campus courses OR An approved Study Abroad Program • Specific skills development courses (quantitative reasoning, foreign language, investigative lab, physical education activity courses) • Two designated diversity courses

7. Outcomes General Education Dispositions Practice Leadership Become a Responsible Learner Employ and Respect Diversity of Perspectives Practice Responsibility in Individual Living and Citizenship

8. Development of Senior Inquiry • Strategic Plan goal, January 2005 • Greater Expectations • Faculty retreats • Faculty Senate guidelines, January 2006 • Integration with AGES central • Backward design—curricular revision in the major—a key component • Senior Inquiry Development Committee • Virtually all programs now on board

9. Senior Inquiry projects will be: • Substantial in meaning and impact • Communicative of the discoveries made through the project • Reflective of one or more of the following: • the nature of knowledge and inquiry • self-awareness and connection with others • the relationship of individuals to a community AND show evidence they connect to the General Education Dispositions!!!

10. One More Step Reflection …. on role of Gen Ed (end of first year) …. on why chose this major (usually sophomore) …. on how project is connected …. on how Augustana experience is connected

11. Who are you? • What are your skills, gifts and talents? • What are you passionate about? • What do you value? • What are the needs of your community? These questions work….

12. Reflection Purpose of reflection is to encourage students to: • integrate educational experiences (broadly defined) • connect to those outside themselves—their community (broadly defined) • articulate their own identity within these contexts In simplest terms… have the students find the words to tell their own stories!!!

13. Geology Department Senior Inquiry Reflection Questions • How did this Senior Inquiry research experience change my view of the discipline? • How did my education at Augustana prepare me to do this project properly? • What will the meaning of this work be to me in 5 years? In 50 years? • How does this project fit into my evolving life story? Why do I care about it? Who was I when I came to Augustana, and who am I now?

14. How to bring together? The role of advising—both gen ed and major Beginning the majors—asking the questions “Haak’s Law”—They won’t do it if we don’t ask!