Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses

Community College Enterprise, The, Fall 2003 by Andrews, Hans

Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses y By L. Dee Fink San Frandsco: Jossey-Bass, 2003 xviii, 295 pp; Hardcover, $35.00^sup USD^, ISBN: 0787960551.

The author raises the fundamental question, how can we create courses that will provide significant learning experiences for our students? He also attempts to describe an environment for teachers that will answer the question by developing many options significant in student learning. Most teacher learning goals today are the understand-and-remember type of learning or what Dr. Fink refers to as an "informational dump!" (xi). Dr. Fink wants to create a vision for teachers to consider based upon (a) significant learning experiences, (b) an integrated course design, and (c) improved organizational support. Fink wants to move his audience of college teachers and educational centers away from a content-centered course approach to a learning-centered approach.

Chapter 1 reviews what is happening in higher education and what needs to be changed. Dr. Fink suggests that significant learning experiences have both process and outcome dimensions. Process "engages" students in the learning process and also raises class activity to a "high energy" level. The outcome dimension leaves students with what he refers to as "significant and lasting change" and includes a "value in life" beyond the course (6-7). He encourages faculty to include alternative techniques such as role-playing, simulation, debate, case studies, writing to learn, small group learning, assessment as learning, problem-based learning, service learning and online learning (20-22).

Chapter 2 presents a comprehensive taxonomy of significant learning ideas and a process for setting learning goals. Chapter 3 outlines a number of key ideas for an integrated course design. I was relieved to see the "getting started" approach. It lessened the feeling of being "overwhelmed" after reviewing the many learning ideas in Chapter 2. Fink's vocabulary here assumes a level of sophistication found in experienced teachers.

Chapter 4 continues to explore specific experiences teachers might consider integrating into their own course design. The author discusses "doing" experiences such as designing a reservoir dam, conducting a high school band, designing and conducting an experiment, critiquing an argument or piece of writing, investigating local histories, and giving an oral presentation. He also recommends "observing" experiences such as observing a demonstration, listening to musicians perform, or observing natural, social, or cultural phenomena (105). Chapter 5 focuses on how to make changes in the way one teaches and how teachers have made such changes. He promotes the need for teachers to continually grow throughout their careers.

Chapter 6 clarifies the kind of institutional support required for developing new concepts in teaching. Dr. Fink recommends key institutional changes such as the improved evaluation of teachers, review of educational goals, establishment of teaching and learning centers, and provision of appropriate recognition and reward for teachers, especially those bold enough to make changes. The author also lists the type of regional and national organizations that could assist in institutional change. These include the American Association of Higher Education (AAHE), The Association for the Study of Higher Education (ASHE), the Association of American Colleges and Universities (AAC&.U), the American Council on Education (ACE), and the Professional and Organizational Development (POD) Network in Higher Education. He also envisions a role for accrediting agencies, funding agencies, and disciplinary associations.

Chapter 7 might be considered "the twenty-first century dream" of Dr. Fink (254). He summarizes what teaching can become after transformation of instruction using design tools and institutional support. Dr. Fink again refers to techniques mentioned in Chapter 1 such as simulation, debate and case studies, writing to learn, small group learning, and service learning. His conceptual framework reflects his work in intterdisciplinary studies for adult,

nonresidential students and in orientation courses for college freshmen.

Overall the book provides exceptional assistance for faculty to look at what can be done to enrich course design, integrate new learning exercises, and develop life-long learning strategies for students. The author also provides the serious reader of instructional development with an extensive list of useful references. Both university and community college faculty as well as teaching and learning centers within those colleges can learn from Dr. Fink's vision. Those interested in applying Dr. Fink's methods will also want to examine the complementary web site at www.significantlearning.org.

Reviewed by

Hans Andrews

Dr. Andrews is a Distinguished Fellow in Community College Leadership and a former Dean of Instruction at Olney Central College in Olney, Illinois.