Warren National University Teaching and Learning Philosophy
The university’s teaching and learning philosophy starts with the university’s mission statement. Paragraph 2 states:
Students are the highest priority at Warren National University. Warren National faculty and staff utilize innovative applications of Internet-based technology to serve and provide valuable learning experiences that develop both general education and work-related knowledge. Our dedication is demonstrated through the quality and integrity of our academic materials, as well as the flexibility of our programs to meet the needs of mid-career adults.
Learning theorists Benjamin Bloom and Malcolm Knowles have influenced the university’s philosophy. Bloom is most commonly associated with his taxonomy that classifies the level of skills in the cognitive domain through clearly stating learning objectives. He also promoted the concept of mastery learning that everyone can learn given the right circumstances. Knowles extensively studied adult learners and identified characteristics of them and educational techniques to address their needs.
Knowles study of adult learners has led to several publications identifying characteristics of adult learners. Specifically he notes, adult learners as self-directed wanting to be involved in the planning of their instruction, have gained knowledge outside the traditional academic realm, and are goal oriented and interested in learning about subjects that have immediate relevance.
A key tenant of the university’s philosophy is flexibility. The university’s flexible model allows adult learners to be self-directed in selecting their courses to study and learning path. The university’s course delivery model allows flexibility for students who need to spend more time learning the content. The extensive use of electives enables students to develop a curriculum for their needs.
Knowles also noted, adults have accumulated life experiences and knowledge including work-related activities and previous education. Warren National University offers adult students an opportunity to petition for an assessment of prior learning as part of a degree completion option. The university realizes that people learn from their experience, and believes the results of that learning can be reliably assessed and matched to coursework for college credit. The prior learning assessment (PLA) portfolio process validates learning experiences acquired outside the classroom. The university believes life experiences are a valid means of meeting the outcomes/objectives stated for a course and that knowledge and competence can be demonstrated in ways other than formal coursework.
Knowles indicated that adults are goal-oriented. The university’s courses identify the learning objectives expected so adult learners can determine what is needed for success in the course. Through the extensive elective options, students can self-select appropriate courses to meet their individual needs.
All of these flow seamlessly into the university’s mastery learning model. Faculty and content specialists develop course content by clearly stating course learning objectives and then developing modules to organize the course content for ease in student learning. The university has included several tenants of mastery learning in the course development model. First, student mastery of course objectives is expected and students who require more time to learn the material can spend more time on it. Second, courses identify measurable objectives, which clearly identify what students should be able to accomplish at the conclusion of the instruction. Third, the course content is divided into modules with module objectives that lead to mastery of course objectives. Modules also include self-assessments allowing students to determine if they have mastered the stated content objectives. According to Bloom, “Since education is a purposeful activity in which we seek to have the students learn what we teach, the achievement distribution should be very different from the normal curve if our instruction is effective.” Thus, as the university incorporates this learning model into practice, student success is expected.
The university’s Course Management System (CMS), Blackboard, allows the university to deliver courses in a modular format to support the university philosophy. Blackboard is also used to deliver faculty professional development and training. Blackboard allows for the delivery of high quality academic courses, effective interactive learning technologies, and superior student support services.
Part of the university student support services include 24/7 access to course content and electronic library resources. University staff also support students in their learning endeavors by phone and email communication. University policies allow students to be successful in their studies. Clearly defined processes for student re-take of exams and courses are identified.
To support faculty in complying with the university’s teaching and learning philosophy, the Center of Teaching and Learning (CTL) includes orientation material (FAC100) which includes information about adult learners. The CTL also includes information to help faculty as they develop courses in the university’s modular format (FAC200).
Assessment and evaluation of student performance is an integral part of Warren National University (WNU). These efforts focus on creating assurances that course content and instructional methodologies are academically sound and effective. The learning assessment process is an extension of WNU’s Course Development Model. WNU’s content development processes have evolved to align course content with clearly stated learning outcomes identified for each school. In the Student Learning Assessment plan, methods for assessing General Education and School level outcomes are delineated. IDEA end of course surveys are used to help evaluate faculty effectiveness and instruction. A blind review of student artifacts against locally developed rubrics is used to assess student achievement of university and school goals and outcomes. Course grades and annual alumni, student and faculty surveys provide additional input for the university to assess progress in meeting university and school goals and outcomes. The results of these indicators are compiled into Assessment Reports in TracDat.
References
Bloom B. (1971). Mastery learning. In J. H. Block (Ed. ), Mastery learning: Theory and practice. New York: Holt, Rinehart and Winston.
Lieb, S. (n.d.). Principles of adult learning. Retrieved August 25, 2008, from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm
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