Unit 1

The
Learning-Centered
College
UNIT1 The Learning-Centered College

Learning Outcomes

Upon completion of Unit 1, you will be better able to:

1. Describe the characteristics of a learning college

2. Discuss the ways in which learner-centered and learning -centered practice are
different yet complimentary

3. Describe characteristics of learning-centered teachers

UNIT1 The Learning-Centered College

Introduction

In the early 1970s, a small mid-western American liberal arts college began a long
process of redefining and redesigning itself. Over the decades since that time, Alverno
College in Wisconsin has become a mecca for educators wanting experience with,
amongst other things, abilities-based education and thoughtful assessment-as-learning
practices. Alverno based its remarkable evolution on one central conviction that what
learners achieve – not what teachers provide - is at the center of the educational
enterprise. Student learning was and remains the focal point of all programs and
services at Alverno.

In 1995, a seminal article by Robert Barr and John Tagg suggested that colleges have
not been focused so much on learning as on instruction and meeting the bureaucratic
needs of the institution. These authors pointed out that this dominant paradigm
mistakes the means for the end. Barr and Tagg invited all educators to refocus, to shift
to a new paradigm, one that sees the ultimate goal of the college as the facilitation of
learning. In the decade since the Barr and Tagg article was published, this idea of the
learning paradigm has become the rallying cry for a change in the focus and direction of
post-secondary education.

For a more in-depth discussion of the learning paradigm, read Robert Barr’s article:
From Teaching to Learning: A New Reality for Community Colleges
www.league.org/publication/abstracts/leadership/labs0395.htm

Simply ask: how would we do things differently if we

put learning first?
Then do it.
(Barr & Tagg)
Learning-Centered Practice: The Institutional Perspective

There are four primary characteristics of a learning-centered college:

1. The mission of the college is student learning
2. The college accepts responsibility, in collaboration with the student, for the
student’s learning.
3. Supporting and promoting student learning is seen as everyone’s job and
therefore, guides institutional decisions.
4. The college assesses its effectiveness in relation to student learning.

With recent attention to increased educational costs, colleges are being asked to be
more accountable. Likewise, there is much greater competition for our traditional
learners. If we cannot provide the means for students to learn and succeed, another
institution will take up the challenge.

Client centered, student centered,

customer centered, and learner centered
all mean essentially the same thing – institutions and
their employees attempt to focus on the special needs
of the individuals
they exist to serve.
Learning-Centered or Learner-Centered Practice

What is the difference between learning -centered and learner-centered practice in a

community college? It is a subtle, yet important distinction. Basically, the learning
college is both. Terry O’Banion’s article discusses the issue with clarity:

The Learning College: Both Learner and Learning Centered

www.league.org/publication/abstracts/learning/lelabs9903.html
 Self-Reflection and Discussion

1. In Terry O’Banion’s article, he uses the analogy of an expensive

spa to distinguish between a learner and learning-centered focus. Was
this a useful analogy for you? Why or why not?

2. Discuss examples of situations or practices that you have seen

which were learner-centered but NOT learning-centered. In what
ways might learner-centered and learning-centered practices be most
compatible?
 Contrasting Tendencies in Teaching-Centered and
Learning-Centered Institutions
As colleges move towards putting learning first, we can expect to see changes in
processes and focuses. The graph below shows tendencies of the two paradigms.
Teaching-Centered
Education
Program Design
Elements Knowledge-based, subject-
based.
Sequencing Sequential, segmented,
compartmentalized.
Measurements Credit hours, completion of
program requirements,
teaching productivity.
Time
Timing Semester & timetable
paced learning with
common completion times
Sequence Teacher-sequenced
learning.
Student progress In theory students progress
together.
Results Tests and exams, recall of
content; assessed grades
in subjects, comparative
assessment.
Resources Primarily faculty and
textbooks or assigned
readings.
Technology Viewed as technology-
mediated instruction.
Relationships
Learning-Centered
Education
Learning-based, outcomes-
based.
Flexible, modularized,
customized, integrated.
Performance standards,
demonstrations of
competency, demonstration
of learning outcomes,
learning productivity.
Variable start and end
times; components with
variable lengths.
Just-in-time learning,
students access modules
as needed.
Self-paced with head start
and catch-up opportunities.
Portfolio assessment,
emphasis on application of
learning, assessed
achievement of learning
outcomes, emphasis on
mastery learning.
Faculty, peer tutors, student
colleagues, technology,
customized materials.
Viewed as a resource for
interactive learning.
Student to student Individual, competitive Cooperative, collaborative.

Student to institution Primarily face-to-face Supported by all available

contact with teacher resources, facilities and
technology
Roles

Student Passive learner Active learner – plan,

organize, reflect, self-
assess, etc.
Faculty Prepare, teach, evaluate. Varies according to content,
resources, and
circumstances
Support staff Generally outside of More direct work with
teaching/ learning students in labs and
enterprise. learning centers.
Campus Design

Concept Classrooms and Fewer classrooms, more

laboratories learning centers.
Boundaries Classroom and campus Virtual classrooms

The Role of the Teacher

The teacher is probably the most crucial person to the success of the learning
enterprise. The teacher is the designer, the instructor, the guide, the advisor, the
motivator, the taskmaster, and evaluator.

Learning-Centered Teachers:
• Have relevant educational, employment-related, technical and other expertise in
designing and creating learning options that meet the needs of learners
• Clearly articulate learning outcomes for students
• Demonstrate well-developed interpersonal skills in their mutually respectful
relationships with learners
• Create supportive, collaborative environments for learning.
• Guide, coach, and mentor learners throughout the learning process
• Understand learning theories and use innovative practices when designing
learning options, activities and methodologies
• Maintain and continuously update the relevancy of their content/discipline
expertise.
• Participate in continuous self-assessment based on feedback from students and
colleagues.
The efforts of faculty members are critical to the transformation of the college, at a
broader level, to become more learning-centered. Faculty are influential players in the
governance of their institution, therefore can help redefine the college’s purpose to
continually recognize the importance of student learning. Faculty can help ensure that
planning and operational decisions are made to impact student learning positively.

Teachers in the learning paradigm will be

concerned not only about keeping up with their
disciplines but also about keeping up
with what is being discovered about learning
and effective methods
to promote it.
 Self-Reflection and Discussion

Read the article by George Boggs entitled “What the Learning

Paradigm Means for Faculty”:
www.league.org/publication/abstracts/learning/lelabs9906.html

1. What are your responses to this article?

2. What practices within Camosun College do you think are

supportive of learners and learning? In what ways might we
improve?

3. What, do you think, are the pros and cons of viewing the
student as a customer?

4. How might teachers be involved, beyond the classroom

and lab, in moving the college forwards as a learning college?
 Self-Reflection and Discussion

At the turn of the Century (i.e. in the year 2000) a dedicated

group of educators at Camosun College developed a statement
of guiding principles for a learning-centered college. These
principles were discussed extensively throughout the college and
have since been used to support and promote various learning-
centered initiatives.

Read the “Guiding Principles for a Learning-Centered College”.

1. What are your responses to these principles?

Is there anything you would add, delete, change?

2. What practices within the college reflect these principles?

In what ways might the college more adequately reflect the
principles?

3. As a teacher, which of the principles have particular

significance to your practice?
 Camosun College

Guiding Principles for a Learning-Centered College

(Developed in 2000)

Student∗ Learning is the Primary Purpose of

Camosun College

The primary purpose of Camosun College, student learning, invites us to continually

focus on the goals, decisions, and processes that support learning- centered practice.
In this way, we consciously and collectively foster the development of Camosun as a
learning-centered college.

A Learning-Centered College:

♦ Supports student learning consistently as a first priority

♦ Assesses and evaluates every service and program in the context of how it supports
and contributes to student learning
♦ Fosters a climate in which the promotion and support of student learning is
recognized as everyone’s responsibility, and everyone is respected and valued for
their contribution
♦ Fosters the learning needs of all of its members
♦ Demonstrates its effectiveness through a commitment and ability to change in order
to improve learning

Four Guiding Principles of Learning-Centered Practice:

With student learning as the purpose and focus of everything we do at Camosun

College, we are guided by the four principles listed below. In relation to each principle,
there are several statements that focus and guide the actions and practices of all
members of our college community.

∗
“Student” refers to both a student and a prospective student. A student is an individual who has a
formalized relationship with Camosun College while pursuing his/her educational goals. A prospective student
is an individual who comes in contact with and/or expresses an interest in pursuing his/her educational goals
through Camosun College
Principle 1: People who access Camosun College are diverse

Student diversity is recognized when:

Ø Students are understood and valued as unique individuals who come to the college
with diverse needs, backgrounds, and abilities.
Ø All services and programs are planned and implemented based on an understanding
of the diversity of our student community

Principle 2: Learning is an active process occurring in a variety of

social contexts

Learning is fostered when:

Ø Students are actively engaged in their own learning
Ø Students are able to contextualize new learning
Ø Learning builds on each student’s prior knowledge, abilities and experience
Ø Students are encouraged to learn from and with each other
Ø Students take responsibility for their own choices and actions as part of their
learning processes
Ø Learning how to learn is an essential outcome of educational processes
Ø Students contribute to the planning and assessment of services and programs
Ø Students are able to transfer and use knowledge and abilities in a variety of contexts
including work, family and community.
Ø Students are able to link knowledge, experience and applications in ways that help
them comprehend meaningful relationships and a broadened understanding of the
world.

Principle 3: Assessment is fundamental to learning

Assessment fosters learning when:

Ø Assessment contributes to an understanding of learning needs
Ø Assessment processes directly relate to intended learning outcomes as well as the
experiences that lead to these outcomes
Ø Assessment processes validate for the student that the learning has value beyond
the classroom
Ø Assessment processes are ongoing and cumulative, depicting student growth
towards increasingly complex understandings
Ø Assessment processes promote and foster each student’s ability to be an effective
self-assessor
Ø Assessment is used to guide the improvement of learning and assessment
strategies

Principle 4: All staff, faculty, and administrators at Camosun College

are learners
Learning needs of employees are most likely to be met when:
Ø It is recognized that all employees contribute to student learning
Ø All employees are actively involved in their own on-going learning and development
Ø Employees actively collaborate, thereby continually learning from and with each
other
Ø The college supports the on-going learning and development of all of its employees
Ø All employees involved in the facilitation of learning have knowledge and abilities
related to effective educational practice as well as a sound understanding of their
discipline
Ø Employees who reflect and foster the learning values of the college are recognized
and celebrated

Members of the team involved in the development of this document are: Marc Bissley, Kevin Carter, Janine
Chesworth, Linda Cross, Doug Crowther, Faye Ferguson, Julie Martin, Barbara McCallum, Eleanor McKenzie, Paul
Merner, Bob Priebe, Bryan Teixeira, Lynda Warren
Self-Test: Module 2 - Unit 1

This test has been designed to help you recall some of the major content covered in
this unit. Use the self-test only if it seems useful to you. Answers appear on the
adjoining page.

1. State the four primary characteristics of a learning centered college.

2. How is learner-centered different from learning-centered practice? How might

these be compatible?

3. Identify four characteristics of learning-centered teachers.

4. Indicate contrasting tendencies between teaching-centered and learning-

centered colleges in relation to:
Relationships
Student to student
Student to college
Roles
Student roles
Faculty roles
Self-Test: Module 2 –Unit 1 – Do Your Responses Match These?

1. State the four primary characteristics of a learning centered college.

The mission of the college is student learning’

The college accepts responsibility, in collaboration with the student, for the
student’s learning
Supporting and promoting student learning is seen as everyone’s job and
therefore, guides institutional decisions
The college assesses it effectiveness in relation to student learning

2. How is learner-centered different from learning-centered practice? How might

these be compatible?

Learner-centered practice focuses on the learner as a person with unique needs

and goals. While it is acknowledged that this is important in order that students
learn and develop, it is, in itself, not enough. Only when the college can show that
it has fostered expande d or improved learning (i.e. the goal of learning-centered
practice) that it has truly met its mandate. Within a learning-centered college,
however, it is important for teachers and staff to be both learner and learning-
centered.

3. Identify four characteristics of learning-centered teachers.

Any four of the following:

• Have relevant educational, employment-related, technical and other
expertise in designing and creating learning options that meet the needs of
learners
• Clearly articulate learning outcomes for students
• Demonstrate well-developed interpersonal skills in their mutually
respectful relationships with learners
• Create supportive, collaborative environments for learning
• Guide, coach, and mentor learners throughout the learning process
• Understand learning theories and use innovative practices when designing
learning options, activities and methodologies
• Maintain and continuously update the relevancy of their content/discipline
expertise
• Participate in continuous self-assessment based on feedback from
students and colleagues

4. Indicate contrasting tendencies between teaching-centered and learning-

centered colleges in relation to:

Teaching-Centered Learning-Centered
Education Education

Relationships:
Student to student Individual, competitive Cooperative,
collaborative
Student to college Primarily face-to-face Supported by all available
contact with teacher resources, facilities and
technology
Roles
Student roles Passive learner Active learner – plan,
organize, reflect, self-
assess, etc.

Faculty roles Prepare, teach, evaluate Varies according to

content, resources, and
circumstances.