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 Foreword by Mar yelle n Weim e r

Leading the
LEARNER-CENTERED
CAMPUS An Administrator’s Framework
for Improving
Student Learning Outcomes

Michael Harris • Roxanne Cullen

 Leading the
Learner-Centered
Campus
Michael Harris
Roxanne Cullen
 Leading the
Learner-Centered
Campus
An Administrator’s Framework
for Improving Student
Learning Outcomes
Copyright © 2010 by John Wiley & Sons, Inc. All rights reserved.
Published by Jossey-Bass
A Wiley Imprint
989 Market Street, San Francisco, CA 94103-1741—www.josseybass.com
No part of this publication may be reproduced, stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording, scanning,
or otherwise, except as permitted under Section 107 or 108 of the 1976 United States
Copyright Act, without either the prior written permission of the publisher, or
authorization through payment of the appropriate per-copy fee to the Copyright Clearance
Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600,
or on the Web at www.copyright.com. Requests to the publisher for permission should be
addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street,
Hoboken, NJ 07030, 201-748-6011, fax 201-748-6008, or online at
www.wiley.com/go/permissions.
Readers should be aware that Internet Web sites offered as citations and/or sources for
further information may have changed or disappeared between the time this was written
and when it is read.
Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their
best efforts in preparing this book, they make no representations or warranties with respect
to the accuracy or completeness of the contents of this book and specifically disclaim any
implied warranties of merchantability or fitness for a particular purpose. No warranty may
be created or extended by sales representatives or written sales materials. The advice and
strategies contained herein may not be suitable for your situation. You should consult with
a professional where appropriate. Neither the publisher nor author shall be liable for any
loss of profit or any other commercial damages, including but not limited to special,
incidental, consequential, or other damages.
Jossey-Bass books and products are available through most bookstores. To contact
Jossey-Bass directly call our Customer Care Department within the U.S. at 800-956-7739,
outside the U.S. at 317-572-3986, or fax 317-572-4002.
Jossey-Bass also publishes its books in a variety of electronic formats. Some content that
appears in print may not be available in electronic books.
Library of Congress Cataloging-in-Publication Data
Harris, Michael, 1956-
Leading the learner-centered campus : an administrator’s framework for improving
student learning outcomes / Michael Harris, Roxanne Cullen.
p. cm. – (The Jossey-Bass higher and adult education series)
Includes bibliographical references and index.
ISBN 978-0-470-40298-6 (cloth)
1. Universities and colleges–Administration. 2. School improvement programs.
3. Educational change. I. Cullen, Roxanne Mann. II. Title.
LB2341.H324 2010
378.1’01–dc22
2010003735
Printed in the United States of America
FIRST EDITION

HB Printing 10 9 8 7 6 5 4 3 2 1
The Jossey-Bass Higher and
Adult Education Series
 Contents

Foreword ix
Preface xv
Acknowledgments xxi
About the Authors xxiii

Part I Learner-Centered Leadership 1

1. Rethinking Our Current Challenges:
The Context for Change 3
2. The Instructional Paradigm: The Reason
for Change 19
3. The Learner-Centered Paradigm: The Goal
of Change 39
4. Leading the New Paradigm: The Method
for Change 67

Part II Advancing the Learner-Centered

Agenda 97
5. Fostering Faculty Development 99
6. Orienting New Faculty 115
7. Assessing Teaching Quality 129

vii
viii Contents

8. Supporting Learning through Renovation

of Spaces 151
Closing Thoughts 169
References 173
Index 185
 Foreword

Interest in the learned-centered paradigm, largely launched by Barr

and Tagg’s now widely referenced 1995 Change magazine article,
remains high. Unlike many other new ideas with fleeting popularity,
this one continues to generate dialogue, both among faculty in the
classroom and among academic leaders who envision institutions
more focused on learning.
The idea that students should be more responsible for learning
and that teaching should be about facilitating that learning has
resonated with faculty who deal with students who are, now more
than ever, passive and reliant on teachers to direct every aspect of
their learning. Not only do the ideas of learner-centered teaching
make sense theoretically, college teachers across disciplines have
successfully implemented instructional approaches that reflect this
new focus on learning. The pedagogical literature of the disciplines
is replete with examples of group-work assignments, service learning
opportunities, collaborative testing structures, and online discus-
sion forums that illustrate how teachers are encouraging students
to see themselves as learners who are responsible for what and how
they learn. Across the board, faculty report, and in many cases
document, that these approaches positively impact student moti-
vation and result in deeper learning experiences.

ix
x Foreword

So far, learner-centered teaching has mostly been a grassroots

movement, changing the landscape of higher education classroom
by classroom. The progress is slow, and resistance from students
and faculty is common. That students resist is expected; these
approaches require that students do more of the tasks associated
with learning. For instance, the teacher may ask them to gener-
ate examples, rather than copying down examples the teacher lists
in class.
That faculty resist and challenge the veracity of pedagogies more
focused on learning and less centered on teaching is more perplex-
ing. In part, this resistance derives from not knowing how to teach
in these ways, but it also bespeaks a lack of institutional commit-
ment to the learner-centered paradigm. Academic leaders often pay
lip service to the idea of becoming a learner-centered institution,
but few colleges and universities have put any institutional muscle
behind the move to become learner-centered. Creating a climate
for learning in a classroom is not accomplished by decree, just as cre-
ating a learner-centered institution is not accomplished with public
relations materials that proclaim its presence.
Perhaps institutions can be partly excused because higher educa-
tion has only recently—and incompletely—considered what makes
an institution learner-centered. It’s fine to say that your institution
is learner-centered, and it’s probably even necessary to regularly
reiterate that commitment. However, creating a learner-centered
college or university takes leadership at every level and a clear
understanding of what policies, practices, procedures, and priorities
make learning the energy-center of the institution. What precisely
and specifically that entails brings us to the need for and value of
this book.
Right from the start, those writing about learner-centered teach-
ing and learning-centered institutions have noted that this kind of
change requires a paradigm shift in thinking about institutional
goals and priorities. Unfortunately, “paradigm shift” has become
something of a cliché used to describe almost any kind of realign-
 Foreword xi

ment. In this book, Harris and Cullen point out that the kind of
change they write about requires something much more dramatic
than moving from one line to another and is not a seamless tran-
sition. The opening chapters of this book ably elaborate on the
significant changes involved when an institution makes a commit-
ment to become learning-centered.
The power of the authors’ voices derives from experience. Yes,
they know the literature, amply referencing and documenting the
theory and research behind the learning-centered paradigm, but
they have also lived what they write about. Their institutional con-
text is similar to what most of us experience. Theirs is not an elitist
institution with selective enrollment and a large endowment; it’s a
frontline institution with needy students and inadequate resources.
The relevance of the authors’ experience adds legitimacy and power
to how they propose to realize the goals of the learner-centered
paradigm. If becoming learning-centered can happen at institutions
like theirs, it can happen anywhere.
Harris and Cullen also write with understanding of and
appreciation for grassroots leadership. If classrooms are to
become learner-centered, faculty need the local support of their
departments. Professors working to implement learner-centered
approaches need access to material resources and faculty develop-
ment opportunities. They need to be working in an environment
that values collaboration and recognizes how much faculty can
learn from and with each other. They need department and divi-
sion chairs who recognize that efforts to implement instructional
changes don’t always go smoothly, and that sometimes students
complain to local leaders about the learning experiences they most
need to have (“That professor made us do all the work!”). Harris and
Cullen offer department chairs and other local leaders a plethora of
information, ideas, and advice that can directly support efforts at
the departmental level to become more learning-centered.
Chapter Seven, for example, tackles the tough issue of
faculty evaluation and makes clear the important distinction
xii Foreword

between formative and summative evaluation. Academic leaders

need one kind of information to make personnel decisions; faculty
need very different kinds of information to implement changes that
positively impact learning outcomes. Moreover, if the goal is to use
pedagogies that engage and involve students, then the instruments
used to assess instruction should not be asking numerous questions
about didactic teaching methods. It’s a chapter that beautifully illus-
trates how efforts to become learner-centered involve changes that
depend on leadership at every level within the institution.
As Chapter Eight points out, the configuration of learning
spaces, like classrooms, can become symbols of a new commit-
ment to learning. Classrooms with seats permanently laid out in
rows with a podium positioned in front do not encourage faculty to
use group work. Classrooms with moveable seats and a less clearly
defined front of the room make students and teachers aware of the
possibilities of learning together.
You’ll enjoy reading this book. Harris and Cullen offer material
that is intellectually rich and provocative yet, at the same time,
pragmatic and useful. How these authors propose making institu-
tions learner-centered is rooted in reality. What they propose is
sensible and doable. For any academic leader, whether a faculty
curriculum committee chair, a department head, dean, provost,
president, or the person charged with orienting new faculty, this
book offers much needed wisdom on those realities that make insti-
tutions learning-centered.

Maryellen Weimer
 We would like to dedicate this book to our families for the
sacrifices they have made. For their support, understanding,
encouragement, love, and patience.

Michael Harris dedicates this book to his wife, Tali, and his sons,
Ronen, Asaf, and Amit.

Roxanne Cullen dedicates this book to her husband, John Cullen.

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