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The universities have provided many examples of LCE activities in courses and programs. What additional evidence would the Board request to demonstrate institutional commitment to LCE?
The Board is seeking evidence that education is organized for learning.
Essentially, it is important that the academic programs are all learner-centered with evidence to support that assertion. Such evidence may be provided through outcome measures included in the Undergraduate Consolidated Accountability Report or through Best Practices that are described by university faculty and available as resources for instructional design and delivery.
There may also be meaningful partnerships with business, industry and the community that support LCE programs through efforts in program review and meeting work-force needs. (UCAR, Board Policy 2-208)
[Note: A Business Advisory Team has been established for program review and work-force needs.]
How can the Regents provide support to the faculties to enable them to develop additional competencies in LCE approaches?
The Board will continue to encourage and review the universities’ efforts in LCE. The Board will maintain its focus on LCE through regular updates as part of the Board meeting agenda.
[Note: As of Spring 2002, Learner-Centered Education grants have been awarded to faculty from the three Arizona universities. Refer to Regents Innovation Fund Grants)
Does LCE necessitate that faculty workloads be restructured in terms of course load, and academic semesters/ years?
No, LCE does not necessitate that workloads be restructured. But it does provide an opportunity to re-examine faculty roles and responsibilities and possible restructuring to ensure that LCE is not an add-on to the current workload, but a part of the way faculty work. It may allow for a re-definition of roles and recognition of expertise and the way this is measured that results in deep learning and the highest and best use of faculty time. (LCE Team Proposal)
Return to Learner-Centered Education FAQ page
rev. 8/2002
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