The purposeful and step-by-step implementation of these student-centered instructional themes shall increase student learning success at the College by providing students with the skill sets necessary to be successful learners – regardless of their major. Furthermore, it will give faculty members the skill sets to be expert facilitators of learning in addition to being experts in their select fields of study.
- 2010-2011: Self-regulated Learning
- 2011-2012: Active Learning
- 2012-2013: Collaborative/Cooperative Learning
- 2013-2014: Higher-order Thinking
Northeast State's STEP plan is based upon the constructivism learning paradigm. Research noted that constructivism is a learner-centered paradigm in which the professor is the coach with learner inquiry, learner autonomy, and self-motivation/self-regulation of the learner being critical elements to the success of the learning process (Leonard, 2002). As students construct meaning, they learn; and, the professor’s role is to facilitate learning. Additionally, constructivists contend that learning is an active process. Furthermore, it is a social process, using conversation, interaction with others, and critical thinking as integral aspects of the learning process. Constructivism places the responsibility on the student to learn, but also places responsibility upon the professor to provide an environment that facilitates learning.