Transformative Dialogues: Teaching and Learning Journal
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Broadening Interest in Science Through Inquiry-Based Learning in Undergraduate Social Science Classrooms
Get PDFDespite the fact that a basic level of science understanding has become critical for every day decision-making, public interest in science in the United States is low, especially among women and individuals from minoritized groups. In light of this, there is a need for educational practices that encourage the broadening of participation in the scientific enterprise. This paper has three objectives. The first is to present an overview of the learning benefits of inquiry-based instruction as implemented in STEM-related fields, with a focus on traditionally underserved students (women, students from minoritized groups, and first-generation students). The second is to reflect on one model for implementing inquiry into a classroom situated in the social sciences. Finally, the article presents the argument that the implementation of inquiry-based practices into courses in the social sciences may serve to broaden public interest and participation in the scientific enterprise. This is because women and students from minoritized groups are much more likely to major in social sciences than STEM-related fields
Student Observations of Postsecondary Classroom Instruction: Accessibility Challenges and Collaborative Feedback
Get PDFFor deaf students, accessible classroom design is often provided through external services such as interpreters or speech-to-text providers. An approach based in Universal Design for Learning (UDL), though, seeks to engage students in learning by creating classroom spaces with accessibility integrated into the pedagogical approach. Realizing these goals requires participation from one of the most valuable, yet underused, resources: the students themselves. To that end, this paper examines a student-faculty collaborative approach to increasing accessibility for deaf students in postsecondary classrooms. Results of this study suggest that student observers are able to provide concrete and constructive feedback on strategies to increase classroom accessibility
Examining Tacit Knowledges in Assessing International Postgraduate Students
Get PDFThe study investigates student and scorer responses to a marking scheme used on a taught postgraduate programme, to examine whether level descriptors enhance students’ and staff assessment literacy. The student cohort was surveyed at two time-points, with a response rate of 62% (N = 99) and 24% (N = 39) respectively. One focus group with four scorers was also conducted. Using exploratory factor analysis, we found that students were confident in their understanding of the descriptors, but also believed that markers draw on tacit knowledges. This concern was confirmed to an extent by the focus group. The findings question the usefulness of descriptors to foster assessment literacy, especially for international students, as they do not mitigate against tacit knowledge. Both data sets were small and therefore not generalizable. The findings are, however, indicative of recurring issues in academic assessment, in which international students struggle to attain the requisite understanding of quality necessary for their development as autonomous learners
Augmenting Grades with Competencies: Examples from the Surrey Portfolio Pathway Partnership
Get PDFThis paper argues that schools should, in future, report student success not only through grading but also through the mapping of student competencies. It begins with a brief summary of the related changes taking place in several Canadian provinces, the problems they (and competency-based education in general) are responding to, and the nature of competency-based education [CBE] itself. After this background is established we discuss a partnership program in which we developed, with the help of secondary students, a set of example artifacts that show some of the potential of competency-based education
A Relational Perspective: Using Drama Theory to Transform Instructor-Student Engagement
Get PDFSome time ago, at the annual conference for the Society in Teaching and Learning in Higher Education, we offered a workshop that focused on gaining insight into a less performative and more communicative style of teaching. We proposed applying dramatic arts theory (lightness, le jeu and complicité) to support engagement with self, with subject, and with the larger audience. The paper outlines activities to support reflection in the three spheres of our proposed model, provides examples of engagement, and poses questions for further inquiry in this area
The Impact of the Flipped Classroom on the Instructor: Challenges and Strategies
Get PDFMuch has been written about the impact of the flipped classroom on student learning. In this piece, however, we reflect on the impact of the flipped classroom on the instructor. Drawing on our classroom experiences, we share our insights about what the flipped classroom means for instructors in terms of how they perceive themselves and their relationship with their students: the challenges posed; practical strategies to address those challenges; and, most importantly of all, the learning fostered by this mode
Marching to a Different Beat: Reflections from a Community of Practice on Diversity and Equity
Get PDFThe purpose of this reflective essay is to join the dialogue, both past and present, surrounding diversity and equity in higher education by reflecting on the potential for a community of practice to guide both individual and institutional change. Two faculty members and one graduate student share their experiences in a community of practice, including major takeaways from each of them. Recommendations for action are provided as a way for readers to transfer the knowledge to their own contexts. It is acknowledged, however, that the work of diversity and equity is not a single outcome but rather a reflexive journey. We call on all readers to become agents of transformation as they march to a different beat
Educational Mindfulness: Embracing Vulnerability
Get PDFThis essay considers the enhanced educational value of faculty embracing vulnerability through mindfulness. Understanding how collegiate educators reflect on their repertoire of experiences is important because they are willfully considering how they should proceed throughout their career, thus possibly leading to more meaningful and effective teaching practices. Although research on exploring vulnerability practices of lived experiences in higher education teaching and learning has increased in the past decade, there is still much to be explored. When collegiate educators purposefully embrace vulnerability while reminiscing about their repertoire of experiences, it ties the connections to their consciousness and empowers to dismantle harmful patterns and rebuild best practices. Empowerment gives way to vulnerability, which adds greater value of the educators’ constructed reality
Breaking It Down and Building Them Up: Helping Students Develop Discussion Skills in an Upper-Level Seminar Course
Get PDFAs students enter upper-division courses, many are required to lead and manage discussions. Ultimately, students are assessed on whether they were effective discussion leaders. But, what does this mean? A challenge that students may face as novice discussion leaders is that the task of managing a discussion is complex and requires multiple skills—these may not be readily apparent. In this case study, we employed an instructional intervention to help make discussion skills more obvious and accessible to students