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Fostering Institutional Readiness to Achieve Excellence in Teaching and Learning PowerPoint Presentation
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Fostering Institutional Readiness to Achieve Excellence in Teaching and Learning

Fostering Institutional Readiness to Achieve Excellence in Teaching and Learning

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Fostering Institutional Readiness to Achieve Excellence in Teaching and Learning

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    1. Fostering Institutional Readiness to Achieve Excellence in Teaching and Learning Greater Expectations Institute AAC&U June 18, 2008 Sue Borrego

    2. Student Learning Our understanding of how learning happens has shifted in the last decade. Students and learning styles have changed significantly. Student success calls for intentionally designed learning environments. An expanded educational practice is necessary for integrated transformative education. The entire campus is a learning community

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    4. We need to Develop an understanding of the students on our campus. Examine the data! They are not the students of yesterdayand on some campuses they are not the students we wish for. Consider our daily practicesdo they align with our intentions?

    5. Effective student learning centered environments support student success Learning happens all the time and everywhere Learning is active and grounded in experience Learning is measured in terms of outcomes (beyond tests and grades) Learning, development and identity formation are interactive and shape each other as they evolve The campus community and the student are accountable for the outcomes

    6. Creating effective learning environments necessitates reconsidering our campus practices. Collaboration is necessary for an integrated transformative education. There are differences between cooperation and collaboration skills. Collaboration takes personal and organizational competencies.

    7. Student affairs educators can assist While professionals in specialty areas most likely will possess advanced degrees in their area of expertise, the expectation must be that they obtain a basic understanding of the environment in which they work, the students with whom they work, and the desired outcomes of their work. (LR, p.30) Identify activities that contribute to learning outcomes. Lead efforts to assess overall student learning and to document the role of diverse learning experiences in achieving learning outcomes. Provide key knowledge about students and learning.