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ERIC Number: EJ858768
Record Type: Journal
Publication Date: 2009
Pages: 10
Abstractor: ERIC
Reference Count: 3
ISSN: ISSN-0271-0633
Integrating Big Questions with Real-World Applications: Gradual Redesign in Philosophy and Art History
Rose, Marice; Torosyan, Roben
New Directions for Teaching and Learning, n119 p61-70 Fall 2009
As a philosopher and an art historian, the authors decided to record their experience after discovering they shared similar journeys changing their courses. They had both been dissatisfied with their students' learning outcomes and their own tired patterns of teaching. After learning about Dee Fink's (2003) integrated course design (ICD) and his six kinds of learning objectives, they both saw ways to have students not only learn required foundational material but also apply that learning to life, communicate creatively about it, and value the resulting experience deeply. They were ready to change the way they teach. With transformed methods--and some bumps and dead-ends along the way--they envisioned larger dreams; helped their students integrate goals, activities, and assessments; and experienced a sense of continuing renewal in their teaching energies. This article highlights their individual efforts to transform their classes in philosophy (Roben Torosyan) and art history (Marice Rose). Although they were working on the same kinds of issues (for example, developing learning goals and creating learning activities), as they implemented integrated course design, they are reporting their experiences in separate sections of this article. (Contains 2 figures.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A