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KAREN D. BOYD & WADE LIVINGSTON
ative direction, thus influencing learning.
What follows is the current authors’ application of the Facilitator Model
(i.e., ethical development as a learning outcome, cultivation of a Facilitator
Philosophy, and management of the SIR as an educational tool) in design-
ing their Facilitator Higher Education Law courses.
VI. Implications for Designing a Facilitator Higher
Education Law Course
A Facilitator Higher Education Law Classroom’s learning outcomes expect
students to understand the processes and parameters of the law, develop
ethical competence to make educationally effective decisions within the
legal requirements, and commit to and be capable of facilitating personal
and social responsible action in others. Facilitator Faculty seek to manage
the SIR, cultivating ethical legal application and ethical decision-making in
the students they advise and serve.
SIR Conditions and Factors Conducive to Learning
A personal and social responsibility-producing SIR is a learning relation-
ship
.
45
The Facilitator Model’s principles, when put into action in the class-
room reflect the DEEP Learning environmental conditions and factors con-
45 Karen D. Boyd & Diane L. Cooper,
Enhancing the SIR: Creating a Connection Con-
ducive to Personal and Social Responsibility
. Paper presented at the Annual Meeting
of the Association for the Study of Higher Education, Jacksonville, FL (2008).
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