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

Front Cover
Wiley, Jun 17, 2003 - Education - 320 pages
13 Reviews
Dee Fink poses a fundamental question for all teachers: "How can I create courses that will provide significant learning experiences for my students?" In the process of addressing this question, he urges teachers to shift from a content-centered approach to a learning-centered approach that asks "What kinds of learning will be significant for students, and how can I create a course that will result in that kind of learning?"

Fink provides several conceptual and procedural tools that will be invaluable for all teachers when designing instruction. He takes important existing ideas in the literature on college teaching (active learning, educative assessment), adds some new ideas (a taxonomy of significant learning, the concept of a teaching strategy), and shows how to systematically combine these in a way that results in powerful learning experiences for students. Acquiring a deeper understanding of the design process will empower teachers to creatively design courses for significant learning in a variety of situations.

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

User Review  - B. Turner - Goodreads

Good advice on backwards course design: Starting with learning objectives then building course content to support them. The problem with this book is its focus on "real world" educational experiences can be hard to apply to the humanities. Read full review

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

User Review  - Patrik - Goodreads

Fink's book makes a very good argument for why we need to change how we teach and, most importantly, how to make this change. After sixteen years of successful teaching, reading Fink makes me want to ... Read full review

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About the author (2003)

L. Dee Fink has worked as an instructional consultant with college teachers for over twenty-five years and founded the Instructional Development Program at the University of Oklahoma in 1979. In 2002 he was elected president of the largest faculty development organization in North America, the Professional and Organizational Development (POD) Network in Higher Education.

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