Teaching and Learning Inquiry最新文献_第2页

Between Saga and Enterprise: Anchoring Backwards and Striving Forwards 在传奇与企业之间锚定后方，努力前行

Teaching and Learning Inquiry Pub Date : 2024-01-29 DOI: 10.20343/teachlearninqu.12.1

Katarina Mårtensson, K. Schrum

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Design Thinking in Higher Education: Opportunities and Challenges for Decolonized Learning 高等教育中的设计思维：非殖民化学习的机遇与挑战

Teaching and Learning Inquiry Pub Date : 2024-01-29 DOI: 10.20343/teachlearninqu.12.4

Danielle Lake, Wen-jun Guo, Elizabeth Chen, Jacqui McLaughlin

{"title":"Design Thinking in Higher Education: Opportunities and Challenges for Decolonized Learning","authors":"Danielle Lake, Wen-jun Guo, Elizabeth Chen, Jacqui McLaughlin","doi":"10.20343/teachlearninqu.12.4","DOIUrl":"https://doi.org/10.20343/teachlearninqu.12.4","url":null,"abstract":"This article builds upon current research to understand the value and limitations of teaching and learning design thinking (DT) in higher education. We implemented a mixed-methods study with faculty and students across 23 diverse courses in four higher education institutions in the United States. Findings showed that following structured learning processes, engaging in active listening, and focusing on others’ perspectives were the most valued DT practices across disciplines. In contrast, prototyping and experimentation were the least used DT practices, with widely varying understandings across disciplines. Additionally, we found consistent evidence that DT can support liberatory teaching and learning practices that decolonize students’ perceptions of power, encourage situated and action-oriented empathy, and provide opportunities for co-creation. This is particularly true when faculty intentionally encourage collaboration and project framing focused on critically analyzing dominant ways of knowing and power structures. Our analysis further revealed the challenges and importance of prototyping and conducting experiments with project partners. Ultimately, this approach can significantly enhance liberatory project outcomes and facilitate decolonized learning experiences. Given our findings, we point out limitations and challenges across current DT pedagogical practices and provide recommendations for integrating DT practices across disciplines in ways that center on issues of systemic oppression, social identity, and human-environmental relationships.","PeriodicalId":144268,"journal":{"name":"Teaching and Learning Inquiry","volume":"59 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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“Success was Actually Having Learned:” University Student Perceptions of Ungrading "成功其实是学会了："大学生对取消评分的看法

Teaching and Learning Inquiry Pub Date : 2024-01-29 DOI: 10.20343/teachlearninqu.12.5

A. Hasinoff, Wendy Bolyard, Dennis DeBay, Joanna C. Dunlap, Annika C. Mosier, Elizabeth Pugliano

{"title":"“Success was Actually Having Learned:” University Student Perceptions of Ungrading","authors":"A. Hasinoff, Wendy Bolyard, Dennis DeBay, Joanna C. Dunlap, Annika C. Mosier, Elizabeth Pugliano","doi":"10.20343/teachlearninqu.12.5","DOIUrl":"https://doi.org/10.20343/teachlearninqu.12.5","url":null,"abstract":"A large body of evidence shows that many ungrading practices are as good or better than conventional approaches at supporting learning outcomes. Much of the research on student perceptions of ungrading, however, is based on individual case studies which, although informative, are often anecdotal, not systematically implemented, and tend to emphasize the instructor’s perspectives. Building on this literature, we offer a systematic study that asks: how do students perceive pedagogical practices designed by instructors to support an ungrading strategy? To answer this question, we conducted a survey of students across a range of disciplines and a variety of ungrading approaches to assess how they perceive their learning experiences in these courses as compared to others. Findings indicate that students generally perceive that ungrading practices improve their relationship with their instructor; enhance their engagement, agency, enjoyment, and interest; foster their intrinsic motivation and focus on learning; and facilitate their creativity. While many students reported reduced stress, others reported that the unfamiliarity and uncertainty of ungrading increased their stress. Gaining a better understanding of how students react to these pedagogical techniques can help instructors improve their practices.","PeriodicalId":144268,"journal":{"name":"Teaching and Learning Inquiry","volume":"203 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140485891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From Private to Public: Using Authentic Audiences to Support Undergraduate Students’ Learning and Engagement 从私人到公共：利用真实观众支持本科生的学习和参与

Teaching and Learning Inquiry Pub Date : 2024-01-29 DOI: 10.20343/teachlearninqu.12.2

Erica R. Hamilton, Mihyun Han

{"title":"From Private to Public: Using Authentic Audiences to Support Undergraduate Students’ Learning and Engagement","authors":"Erica R. Hamilton, Mihyun Han","doi":"10.20343/teachlearninqu.12.2","DOIUrl":"https://doi.org/10.20343/teachlearninqu.12.2","url":null,"abstract":"The purpose of this article is to explore the use of authentic audiences in higher education to support undergraduate learning. To explore the results of integrating authentic audiences in higher education, we present a collective case study in which the use of authentic audiences was employed in separate undergraduate courses at two different higher education institutions in the Eastern and Midwestern United States (N = 75). In one case, Wikipedia was employed as an authentic audience and in the other case, experienced secondary educators as well as Twitter were embedded. The goal of implementing authentic audiences in both settings and courses was to increase student engagement and foster critical thinking. Results suggest that integrating authentic audiences through these means can enhance undergraduate students’ engagement and learning and may serve to capture, but not necessarily foster, students’ critical thinking. Concurrently, an instructor’s pedagogy must also align with tenets associated with authentic audiences, including a commitment to a co-construction of knowledge and the purposeful selection of authentic audiences who are engaged, willing to partner, and have the necessary expertise and resources to contribute to students’ learning.","PeriodicalId":144268,"journal":{"name":"Teaching and Learning Inquiry","volume":"47 38","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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A Collaboratively Designed Course: Student Perceptions, Challenges, and a Critical Reflection 合作设计的课程：学生的看法、挑战和批判性反思

Teaching and Learning Inquiry Pub Date : 2023-12-18 DOI: 10.20343/teachlearninqu.11.35

Meghan Owenz

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Making Space for Failure in the Scholarship of Teaching and Learning: A Blueprint 在教与学的学术研究中为失败留出空间：蓝图

Teaching and Learning Inquiry Pub Date : 2023-12-18 DOI: 10.20343/teachlearninqu.11.36

Nancy L. Chick, Laura Cruz, Jennifer C. Friberg, H. Steiner

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[Book Review] Teaching the History of the Book, edited by Matteo Pangallo and Emily B. Todd [书评]《图书史教学》，由 Matteo Pangallo 和 Emily B. Todd 编辑

Teaching and Learning Inquiry Pub Date : 2023-12-18 DOI: 10.20343/teachlearninqu.11.33

David Lemmons

引用次数: 0

A Case Study on the Value of Humanities-Based Analysis, Modes of Presentation, and Study Designs for SoTL: Close Reading Students’ Pre-Surveys on Gender-Inclusive Language 关于基于人文科学的分析、呈现方式和研究设计对 SoTL 的价值的案例研究：细读学生关于性别包容性语言的预调查报告

Teaching and Learning Inquiry Pub Date : 2023-12-18 DOI: 10.20343/teachlearninqu.11.34

Sarah Copland

{"title":"A Case Study on the Value of Humanities-Based Analysis, Modes of Presentation, and Study Designs for SoTL: Close Reading Students’ Pre-Surveys on Gender-Inclusive Language","authors":"Sarah Copland","doi":"10.20343/teachlearninqu.11.34","DOIUrl":"https://doi.org/10.20343/teachlearninqu.11.34","url":null,"abstract":"Close reading has long been heralded as a humanities-specific methodology with significant potential for SoTL. This essay fills a gap in SoTL literature with a full case study demonstrating what, exactly, close reading shows us about our data that social science-based quantitative and qualitative analyses may not. Close reading-based analysis of first-year writing students’ pre-surveys on gender-inclusive language entails attention to the interrelated form and content of students’ self-reflections. This analysis reveals nuances and complexities that, if overlooked, would result in inadvertent misrepresentation of the data. This case study responds not only to calls for humanities-specific SoTL methodologies but also to related calls for greater legitimation of diverse forms for SoTL dissemination, some of which originate in the humanities. It is therefore cast as a reflective essay based on its author’s scholarly personal narrative (SPN) as a new, humanities-based SoTL researcher. Finally, this case study demonstrates the value of flexible, deliberately unscientific study designs that are responsive to emergent conditions but foreign to SoTL’s dominant social science paradigm. As guides to instruction, pre-surveys are necessary complements to pre-quizzes: learning what students think they know about a concept or skill, their attitudes towards it, and their contexts of prior learning about it—not just their knowledge of it, which is all pre-quizzes can tell us—is an important precursor to effective instruction. But maximizing pre-surveys’ potential to guide instruction requires flexible study designs so we can change our pedagogy, including our study’s “intervention,” if necessary, on the fly.","PeriodicalId":144268,"journal":{"name":"Teaching and Learning Inquiry","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139172918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

I Appreciate You: A Spectral Reading of SoTL during COVID-19 我欣赏你：COVID-19 期间对 SoTL 的光谱解读

Teaching and Learning Inquiry Pub Date : 2023-11-20 DOI: 10.20343/teachlearninqu.11.32

Laura Facciolo

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SoTL in Human Movement Sciences: Moving Forward in South Africa 人体运动科学中的 SoTL：在南非向前迈进

Teaching and Learning Inquiry Pub Date : 2023-10-25 DOI: 10.20343/teachlearninqu.11.31

C. Schreck, Aletta M. du Plessis, Dané Coetzee, C. Bisschoff, Jacobus Oosthuizen, Samantha Kahts-Kramer

{"title":"SoTL in Human Movement Sciences: Moving Forward in South Africa","authors":"C. Schreck, Aletta M. du Plessis, Dané Coetzee, C. Bisschoff, Jacobus Oosthuizen, Samantha Kahts-Kramer","doi":"10.20343/teachlearninqu.11.31","DOIUrl":"https://doi.org/10.20343/teachlearninqu.11.31","url":null,"abstract":"The Scholarship of Teaching and Learning (SoTL) is an emerging focus within South Africa (SA). In Human Movement Sciences (HMS) in SA, research is primarily discipline-specific, and many researchers are unfamiliar with SoTL. To explore how we (as HMS lecturers) could integrate SoTL into our research, we formed a community of practice (CoP). The SoTL unicycle depiction of Swart et al. (2016) suited our visual analogy since the focus of HMS is on the human body that is in motion. For us, the unicycle represented HMS SoTL in motion. Swart et al. (2016) viewed the SoTL movement as an academic’s individual journey, whereas we saw SoTL from a CoP perspective. Therefore, we adapted the unicycle into a tandem bicycle, representing our collaborative engagements. Participatory action learning and action research (PALAR) formed our theoretical framework. Through our dialogue, each tandem wheel’s focus emerged. The back wheel was about deciding to SoTL (or not). This became a linchpin of our critical dialogue during the relationship-building phase of our CoP. Once we committed, we needed to learn how to keep our CoP moving forward. This became the middle wheel of our tandem bicycle. Next, the front wheel and handlebar became our guide into what the future of SoTL would be for us. The tandem bicycle, therefore, represents our collective cycles of learning as we became SoTL researchers. We believe our learning can support others transitioning from discipline-specific research to engaging in SoTL. *Please note that this poster is best viewed in Adobe on a computer/laptop for interactivity. Click here to read the corresponding ISSOTL blog post.","PeriodicalId":144268,"journal":{"name":"Teaching and Learning Inquiry","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139314338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0