A clear and explicitly communicated learning model is at the heart of the learning enterprise for a university. In this chapter, the authors present an inclusive teaching and learning model and discuss how its evolution expresses the values and mission of the university and guide it in outlining the behaviors and expectations that the university places on faculty, staff, and learners with respect to supporting inclusive learning relationships, recruiting faculty and staff, professional development, and performance management.
TopIntroduction
A clear and explicitly communicated learning model is at the heart of the learning enterprise for a university. An effective learning model specifies the underlying processes and philosophy that guide a learner to achievement of clearly defined learning outcomes/competencies and provide a framework for identifying productive, inclusive learning relationships between and among learners and faculty members. Likewise, an effective learning model outlines the values, behaviors and expectations that the university places on our faculty, staff, and learners with respect to supporting learning relationships, recruiting faculty and staff, professional development, and performance management.
In this chapter, we will explore how Walden’s current model evolved over time, reflecting the shared values and practices of our learning community and how the model was and is both informed by emergent practices as well as research. As such, this chapter is primarily theory and informed-practice oriented, and it provides the general outline from which to better understand the applied elements and examples of Walden’s inclusive teaching and learning strategy in action, as discussed in later chapters.
We will discuss the broad framework of the model and explore how this person-centered learning model, already rooted in a community of inquiry and appreciative inquiry development structure, incorporates elements that directly support inclusive teaching and learning perspectives. We also will look at how this system reinforces Walden’s scholar-practitioner development approach to our mission, which “provides a diverse community of career professionals with the opportunity to transform themselves as scholar practitioners so that they can effect positive social change” (Walden University, n.d., para. 2).
This emergent learning model both reflects the historical strengths of Walden’s approach to online learning, but also outlines a set of practices and organizational commitments that will require further effort on behalf of the university to reach this model’s integrative aspirations.