This volume offers a new model of integrated course design that links principles of higher level learning, active learning, effective dialogue, and educative assessment to help educators develop skills for lifelong learning in their students. Offering methods for improving teaching practices in higher education, Fink challenges educators to shift from the content-oriented "information dump" approach toward one that is learning-centered. Fink outlines his taxonomy of significant learning and shows how to combine new and traditional techniques to create powerful learning experiences. Fink, an instructional consultant, is president of the Professional and Organizational Development (POD) Network in Higher Education. Annotation (c)2003 Book News, Inc., Portland, OR (booknews.com) 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. Dee Fink poses a fundamental question for all teachers: "How can I create courses that will provide significant learning experiences for my student
