Canadian Journal for the Scholarship of Teaching and Learning最新文献_第6页

How are Professional Programs from Diverse Disciplines Approaching the Development and Assessment of Competence at a Mid-Sized Canadian University? 在中型加拿大大学，来自不同学科的专业课程是如何发展和评估能力的?

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2020-09-30 DOI: 10.5206/cjsotl-rcacea.2020.2.8597

J. Rich, D. Klinger, S. Young, C. Donnelly

{"title":"How are Professional Programs from Diverse Disciplines Approaching the Development and Assessment of Competence at a Mid-Sized Canadian University?","authors":"J. Rich, D. Klinger, S. Young, C. Donnelly","doi":"10.5206/cjsotl-rcacea.2020.2.8597","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2020.2.8597","url":null,"abstract":"Time-honoured university policies, such as the credit-hour and academic freedom, present challenges for professional education programs tasked with operationalizing entry-to-practice competence frameworks for professional accreditation. A single embedded case study was used to explore how professional programs from one mid-sized Canadian university are approaching and perhaps problematizing the development and assessment of competence. Semi-structured interviews were conducted with educational leaders (faculty and staff, n=21) from a sample of nine programs. Following a grounded theory approach to qualitative analysis, the constant comparative method was used to inductively discern similarities and differences across programs, and to begin building theory about approaches to operationalization. While limited in scope given the use of a single university, our findings highlight: (a) diversity in approaches to operationalization across programs, (b) common attributes which can be used to classify the manner in which these programs operationalize competence, and (c) challenges with supporting faculty to buy in to competency-informed pedagogy and assessment. Given these findings, it is recommended that professional accrediting bodies and education programs spend time to consider the role university-based programs play in determining competence for entry-to-practice, as well their intents for implementing a competence framework, to ensure sufficiency in the approaches being used.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"231 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72528289","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: 1

Exploring Leadership Learning in an Undergraduate Kinesiology Course 在大学生运动机能学课程中探讨领导力学习

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2020-09-30 DOI: 10.5206/cjsotl-rcacea.2020.2.10734

L. Laidlaw, C. Din

引用次数: 0

Book Review: Critical Reading in Higher Education 书评:高等教育中的批判性阅读

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2020-07-19 DOI: 10.5206/cjsotl-rcacea.2020.1.8241

E. Ballantyne

引用次数: 0

Book Review: SOTL in Action 书评:SOTL在行动

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2020-07-19 DOI: 10.5206/cjsotl-rcacea.2020.1.8240

E. Ballantyne

引用次数: 0

Writing the Literature Review: Graduate Student Experiences 撰写文献综述:研究生的经验

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2020-07-19 DOI: 10.5206/cjsotl-rcacea.2020.1.8295

Lori Walter, Jordan Stouck

{"title":"Writing the Literature Review: Graduate Student Experiences","authors":"Lori Walter, Jordan Stouck","doi":"10.5206/cjsotl-rcacea.2020.1.8295","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2020.1.8295","url":null,"abstract":"Difficulties with academic writing tasks, such as the literature review, impact students’ timely completion of graduate degrees. A better understanding of graduate students’ perceptions of writing the literature review could enable supervisors, administrators, service providers, and graduate students themselves to overcome these difficulties. This paper presents a case study of graduate students at a secondary campus of a Canadian research university. It describes survey data and results from focus groups conducted between 2014 and 2015 by communications faculty, writing centre staff, and librarians. The focus group participants were Master’s and Doctoral students, including students situated within one discipline and those in interdisciplinary programs. The questions focused on the students’ experiences of writing the literature review as well as the supports both accessed and desired. Data analysis revealed four themes: (a) literature review as a new and fundamental genre; (b) literature review for multiple purposes, in multiple forms, and during multiple stages of a graduate program; (c) difficulties with managing large amounts of information; and (d) various approaches and tools are used for research and writing. Using an academic literacies approach, the paper addresses implications for campus program development and writing centre interventions and furthers research into graduate students’ experiences of writing literature reviews.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88689663","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: 10

An Exploration of Quality of Life among Ontario Postsecondary Students Living with the Chronic Illness Ehlers-Danlos Syndrome 安大略省高等教育学生生活质量与慢性疾病埃勒斯-丹洛斯综合征的探讨

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2020-06-30 DOI: 10.5206/cjsotl-rcacea.2020.1.10766

Catherine M. Giroux, L. Carter, J. Corkett

引用次数: 0

Students’ Learning Support and Perceptions in an Online Mathematics Course in a Business Faculty 商学院在线数学课程中学生的学习支持与认知

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2020-06-30 DOI: 10.5206/cjsotl-rcacea.2020.1.10825

Géraldine Heilporn, Marie-Eve Desrochers

{"title":"Students’ Learning Support and Perceptions in an Online Mathematics Course in a Business Faculty","authors":"Géraldine Heilporn, Marie-Eve Desrochers","doi":"10.5206/cjsotl-rcacea.2020.1.10825","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2020.1.10825","url":null,"abstract":"Online courses are growing in higher education, resulting from an increased access to information and communication technologies. While such courses allow time and/or space flexibility for both students and instructors, they also promote active learning and require more autonomy from the students. In this paper, we present the main design features of a new prerequisite mathematics online course in a business faculty. While most of the course was designed in an asynchronous mode, it also includes blended synchronous support sessions that students can attend each week. As a Scholarship of Teaching and Learning (SoTL) project, we related the design features of the course to students’ learning support and perceptions by analyzing the content of the learning management system as well as students’ narrative comments in course teaching evaluations over five semesters. The main themes reported concerned the appreciated course design and structure, the enhanced instructor’s presence through commented slideshows and support sessions, the instructor’s accessibility and care, a challenging but relevant course, and collaborative practice with a software application. In particular, the instructor’s presence and follow-up throughout the semester was highlighted by the students as a means to support their learning. Furthermore, most students’ comments reported positive perceptions about the online course and specific design features. Several comments also allowed to identify potential areas for change in a future version on the course, as part of the SoTL research that focuses on teaching and learning improvement.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"29 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82787956","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: 2

Gratitude in the Face of Change: An Introduction to Volume 11 Issue 1 面对变化的感恩:第11卷第1期简介

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2020-06-30 DOI: 10.5206/cjsotl-rcacea.2020.1.10908

Ken N. Meadows

引用次数: 0

World’s Greatest Challenges: Building Interdisciplinary Understanding and Collaboration among Business and Social Work Students 世界上最大的挑战:在商业和社会工作专业的学生之间建立跨学科的理解和合作

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2020-06-30 DOI: 10.5206/cjsotl-rcacea.2020.1.10804

Catherine M. L. Pearl, Brent Oliver

引用次数: 1

Theories and Models in Health Sciences Education – a Literature Review 健康科学教育的理论与模型——文献综述

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2019-12-31 DOI: 10.5206/cjsotl-rcacea.2019.3.9477

Miriam Lacasse, Frédéric Douville, C. Gagnon, C. Simard, L. Côté

{"title":"Theories and Models in Health Sciences Education – a Literature Review","authors":"Miriam Lacasse, Frédéric Douville, C. Gagnon, C. Simard, L. Côté","doi":"10.5206/cjsotl-rcacea.2019.3.9477","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.3.9477","url":null,"abstract":"Working within a scholarship of teaching and learning (SoTL) perspective requires a rigorous approach based on conceptual frameworks in order to build on previous developments. Nevertheless, in health sciences education, the development, implementation, and evaluation of many educational innovations are carried out without an underlying conceptual framework, partly due to a lack of knowledge about any such applicable framework. The objective of this research was to catalogue conceptual frameworks mentioned in recently published health sciences education articles and to classify them according to their use in various SoTL contexts. A literature review in health sciences education from the January, 2011 to March, 2016 period was carried out using the Pubmed, CINAHL, Embase, ERIC, and PsychINFO databases and based on the following terms: (a) theories and models; (b) education; and (c) health professionals. The titles and abstracts of articles were reviewed for purposes of including research articles, innovation reports, and synthesis articles using or discussing theories or models. Data extraction followed the SoTL classification contexts provided by Simpson et al. (2007). A total of 471 articles were selected, retrieving 324 conceptual theories and models, classified according to Simpson’s classification in one or more categories: Teaching (n=294), Curriculum development (n=182), Mentoring (n=12), Leadership/administration (n=16), and Learner assessment (n=78). In conclusion, this literature review identified conceptual theories and models mentioned in articles published in health sciences education from 2011 to 2016. This repertory highlights the importance of conceptual frameworks in health science education. It should encourage faculty members to work from a SoTL perspective by making it easier to identify conceptual frameworks pertaining to the educational innovations they are addressing.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"24 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87850728","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: 5