Deep Learning is a combination of 3 subscales (higher-order learning, integrative learning, and reflective learning) that asks faculty about the extent to which a particular course places emphasis on or how often they think students engage in activities that promote higher level thinking, reflecting on one’s own learning, and incorporating information and ideas from multiple sources into one’s own thinking and work. The table below presents differences in the level of emphasis on deep learning by subject area and by faculty who teach upper versus lower division courses.
The larger the difference from the mean, the stronger the effect size will likely be. Negative differences in the engineering and physical sciences suggest faculty in these areas place less emphasis on deep learning. Conversely, faculty in arts and humanities and education appear to place greater emphasis on deep learning.
Differences from the Mean on Deep Learning by Discipline