Transformative Dialogues: Teaching and Learning Journal
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Spoiled for Choice: A Multi-Year Study of Student Topic Selection in Psychology Courses
Get PDFThe provision of student choice has become an increasingly popular instructional strategy in post-pandemic higher education, but the evidence to support the practice is mixed and its effectiveness appears to be dependent on what the instructor wishes the students to gain through the experience. The present study examines student artifacts—case studies selected by students across eight undergraduate psychology courses over the courses of a five-year period (n=133)—with the goal of identifying potential theoretical explanations for those choices that point to ways in which the assignment (and others like it) might be constructively modified in the future
Embedding Decoding Theory in the Scholarship of Teaching and Learning (SoTL): A Translational Theory to Practice, Practice to Theory Bridge
No full textIn this critical essay, the authors delineate bottlenecks related to the Decoding the Disciplines movement’s long-term goal of more fully integrating itself within the scholarship of teaching and learning (SoTL), especially in navigating the complex and multi-disciplinary relationship(s) between theory, practice, and scholarship. The authors posit a distinctive role for the Decoding framework as a conceptual bridge that enables practitioners to integrate theories of their own choosing into their SoTL work, thereby enriching both research and teaching practice
Transforming Pedagogy: How Mastering Online Course Design Transforms Teaching across the Board
Get PDFThis reflective essay explores how faculty engagement in online course development impacts their teaching approaches across various instructional modes. It examines experiences of a faculty member who was initially unfamiliar with online teaching experienced transformation while working with an instructional designer as they embarked on a journey to create and deliver online courses. The reflective essay highlights how the collaborative process of design, building, and teaching online courses influenced the faculty member’s pedagogical perspectives and strategies in multiple instructional settings
Expressions and Perceptions of Leadership Identities in Pharmacy Education
Get PDFThis study explores the identity of educators who served as leaders during curricular reform at one college of pharmacy. The aims were to investigate how these educators perceived their identity and influence as leaders. This qualitative case study centered on the design, implementation, and maintenance of an innovative curriculum led by curricular leaders. The experience of serving as a curricular leader was the first time anyone at the Harrison College of Pharmacy had served in this role. Results indicated that participants\u27 perceptions of leadership and influence varied, indicating that role identity had yet to develop across all leaders fully. While participants behaved as leaders were expected to in this capacity, that did not automatically equate to feeling like leaders. Findings confirm the notion that developing a role identity starts with assimilating the behaviors associated with that role; this results in embodying that identity and that identity development occurs before a leader is able to perceive their influence
"It Connected Learning to Real Life": Reflections on Applying Adult Learning Principles in an ESL Community College Classroom
No full textFor immigrant adults, ESL class can present opportunities not just for studying a language but also reassessing one’s perspectives about learning and reflecting on the educational value of life experience. The field of adult learning offers a body of theoretical knowledge and practical interventions for instructors to help immigrant learners reframe how they see themselves as they restart their lives in a new country. In this article, the author reflects on how adult learning principles has informed his practice of teaching academic ESL in a community college classroom of adults. Drawing inspiration from Mezirow’s (1990) theory of transformative learning and Domincé’s (2001) work with educational biographies, it argues that ESL class offers an opportunity to help adult learners critically reflect on their educational histories and assume greater agency in their educational lives that may arise as they adapt to a new social, cultural, and economic landscape
A Blossoming SoTL Culture
Get PDFFor this introduction, the guest editors of this special issue came together to reflect on the vibrant teaching and learning culture at Auburn University through a dialogue. More specifically, we explored how the Scholarship of Teaching and Learning (SoTL) has flourished within that context. Each of us brought a unique perspective to this project. Jacob is a PhD student deeply engaged in SoTL in the institution and beyond. Lindsay is an associate director who leads educational development initiatives. Erin is a lecturer and Faculty Fellow who is committed to teaching effectiveness and views SoTL as a way to demonstrate and share evidence-based practices. Kim is an associate professor and Faculty Fellow with extensive experience both engaging in SoTL and facilitating programs on SoTL. The common thread between us is the work we do with, in, and through the Biggio Center for the Enhancement of Teaching and Learning at Auburn University. Below, we discuss how this special issue not only showcases Auburn University’s culture of teaching excellence but also embodies the curiosity, collaboration, and creativity central to its blossoming SoTL culture
Interdisciplinary Alchemy: Transforming the Scholarship of Teaching and Learning Through Oral Histories, Place-Based Learning, and Communities of Practice
Get PDFThis reflective essay brings together multiple disciplinary perspectives and divergent literature on the topic of Place-based Learning and the significance of community in the scholarship of teaching and learning beyond the classroom. Our reflections on a National Endowment for the Humanities (NEH) funded teacher professional development workshop explains the deeper reflections on the creation of our community of practice (CoP), learning in and around place, and the educational practices that can transform learning and scholarship. We consider how a significant historical event, the roles and experiences of both scholars and practitioners, along with the development of a project that began in 2015, culminated in place-based workshops utilizing a CoP as a means of connecting scholarship to teaching. The growth and development of an interdisciplinary project, and reflections on the scholarship, are shared in the hopes of fostering collaborative teaching that can shape lifelong learning in practical and meaningful ways
Can We Do Better Together? Leveraging Simulation-Based Learning in Health Professions Education
Get PDFSimulation uses artificial representations of real-life situations that allow participants to experience conditions they are likely to encounter in a safe, standardized, low-stakes environment. They can incorporate role play, manikins, task trainers, simulated participants, virtual and augmented reality, software platforms, and other approaches. Simulations are used to develop various skills among learners (e.g., procedural, clinical reasoning, and communication skills). We utilized a participatory case study approach to highlight simulation-based training in three health professions programs at Auburn University, a large R1 institution in the southeastern United States, and to explore shared practices and challenges. Our group consisted of two faculty members each from the colleges of nursing, pharmacy, and veterinary medicine. Each author pair provided the group with a first-person narrative describing the incorporation of simulation as an approach to both education and assessment in their respective curricula, including skills that are targeted, the strengths of the approaches utilized, and the challenges they have personally faced in incorporating those approaches into their curriculum. We participated in a group discussion to share our experiences and explore ways to create synergy and address challenges through collaboration across the three colleges. Thematic analysis of the discussion transcript was used to identify major themes. This work provides a model for other institutions with multiple health professions programs that use simulation-based training to strengthen their programs through collaboration and sharing of their experiences
Students\u27 Belonging Experiences in an Active Learning Introductory Chemistry Course Facilitated by Learning Assistants
Get PDFThe concept of belonging encompasses the profound sense of connection one feels within a specific context. Within the classroom setting, extensive literature has underscored the crucial role that a student\u27s sense of belonging plays in influencing their performance and self-efficacy. A robust sense of belonging not only fosters higher rates of STEM retention but also serves as a catalyst for narrowing performance disparities among diverse student groups. While research has delved into the notion of belonging in various educational contexts, relatively less attention has been directed toward understanding how students perceive belongingness within the domain of chemistry classrooms. Inside the chemistry classroom, little research has specifically investigated the influence of Learning Assistant facilitated chemistry courses on students\u27 sense of belonging. To that end, we conducted surveys among students enrolled in large lecture introductory chemistry courses to investigate their belonging experiences. Students were given a 28-item survey based on a previously published belonging assessment. Further, we added short, open-ended adaptive questions to the survey that focused on eliciting more in-depth responses. The survey results are presented in the students\u27 own words, providing invaluable insights into their sense of belonging, which was influenced more by grades than the authors initially considered. A discussion of practical tips to help increase a student\u27s sense of belonging is included. Students were given a 28-item survey based on a previously published belonging assessment. Further, we added to the survey short-ended adaptive questions that focused on eliciting more in-depth responses. The survey results are presented in the students\u27 own words, providing invaluable insights into their sense of belonging, the influence of Learning Assistant facilitation, and the influence of grades. A discussion of practical tips to help increase a student’s sense of belonging is included.
Beyond Surviving: Reflections on My Development as an Educator
Get PDFThis reflective essay looks at my journey and growth as an educator in large lecture introductory courses. Using Maslow’s hierarchy of needs as a framework, the essay explores how the challenges and demands of teaching change as one gains expertise in the field