Teaching & Learning Inquiry-The ISSOTL Journal最新文献_第7页

Review of the SoTL a guide for scientists, engineers and mathematicians SoTL综述——科学家、工程师和数学家指南

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-03-29 DOI: 10.20343/TEACHLEARNINQU.7.1.14

E. Abrahamson

引用次数: 0

Faking sociology?: A content analysis of an introductory sociology student photography assignment 假装社会学?社会学导论学生摄影作业的内容分析

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-03-29 DOI: 10.20343/TEACHLEARNINQU.7.1.3

Stephanie Medley-Rath

引用次数: 1

“Sitting at the edge of (most) disciplines: Contemplating the contemplative in classroom practice”, A review of The Contemplative Mind in the Scholarship of Teaching and Learning, Patricia Owen-Smith, Indiana University Press, 2018. “坐在（大多数）学科的边缘：思考课堂实践中的沉思”，《教学奖学金中的沉思思维》综述，帕特里夏·欧文·史密斯，印第安纳大学出版社，2018年。

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-03-29 DOI: 10.20343/TEACHLEARNINQU.7.1.13

Huang Hoon Chng

引用次数: 0

Phenomenology as a methodology for Scholarship of Teaching and Learning research 现象学作为教与学研究的方法论

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-03-29 DOI: 10.20343/TEACHLEARNINQU.7.1.11

A. Webb, Ashley J. Welsh

引用次数: 24

Mapping Assets: High Impact Practices and the First Year Experience 映射资产:高影响力实践和第一年的经验

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-03-29 DOI: 10.20343/TEACHLEARNINQU.7.1.4

Shelley Wismath, Jan Newberry

引用次数: 4

Canadian Undergraduates' Reports of Co-curricular Involvement Across the Degree 加拿大本科生跨学位课程参与报告

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-03-29 DOI: 10.20343/TEACHLEARNINQU.7.1.7

T. Martini, Ryan Verby-Verutis, Jill Grose, Brad Clarke, A. Elder

{"title":"Canadian Undergraduates' Reports of Co-curricular Involvement Across the Degree","authors":"T. Martini, Ryan Verby-Verutis, Jill Grose, Brad Clarke, A. Elder","doi":"10.20343/TEACHLEARNINQU.7.1.7","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.7.1.7","url":null,"abstract":"The present study investigated university student beliefs and behaviours with respect to co-curricular activities among incoming (n=983), mid-degree (n=173), and graduating (n=1006) students. When asked about their most significant learning experiences during their time at university, graduating students were more likely to report on co-curricular activities than those related to coursework. However, participation in co-curricular activities was not related to graduating students’ feelings of preparedness to undertake a job search or apply for post-graduate education. Incoming students reported clear intentions to participate in some types of co-curricular activities (e.g., volunteering, intramural sports, clubs) but were more uncertain about others (e.g., events or activities related to global awareness, or diversity and inclusion). Parallel findings were observed with respect to actual co-curricular involvement among mid-degree and graduating students. This research is discussed in the context of university efforts to promote co-curricular activities to students in order to develop career ready transferrable skills, and the relevance of particular patterns of involvement to the current job market.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48337401","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: 6

Do personality traits matter? A comparative study of student preferences for TLAs and assessment modes in two different majors 个性特征重要吗？两个不同专业学生TLA偏好及评估模式的比较研究

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-03-29 DOI: 10.20343/TEACHLEARNINQU.7.1.6

Annika Fjelkner, A. Håkansson, Pia Rosander

{"title":"Do personality traits matter? A comparative study of student preferences for TLAs and assessment modes in two different majors","authors":"Annika Fjelkner, A. Håkansson, Pia Rosander","doi":"10.20343/TEACHLEARNINQU.7.1.6","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.7.1.6","url":null,"abstract":"What, then, do we need to know about our students to better provide for more equitable outcomes? Who will succeed depend on many factors, and student personality traits is one factor less discussed in the engagement and First year experience literature. The aim of this study is to add to the teaching in higher education discussion by exploring how student differ regarding personality traits profile (IPIP-NEO-PI test; Goldberg, 1999), approaches to learning (R-SPQ-2F test; Biggs, Kember & Leung, 2001), and preference for teaching and learning activites and assessment modes. The on-line survey study was carried out in a small, teaching intensive Swedish university on students in a Business (n=144) and Pre-school teacher education program (n=179). Findings were that there seem to be systematic differences between the types of modes preferred, and also significant differences between the two majors regarding learning approach, motive and strategy. Findings are discussed in relation to Jarvis’ (2010) model of learning and disjuncture, Biesta’s (2005) discussion on educational relationships and risk, and Trowler’s (2008) concept of teaching and learning regimes (TLRs). There are two clear risks that teachers and curriculum developers face. First, teachers who are new or come from a different TLR may face the risk of alienating students and exposing them to extreme anxiety if using TLAs and assessment modes students are uncomfortable with and unused to. Second, teachers and curriculum developers run the risk of not challenging students enough, thus depriving them of valuable learning experiences.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47189666","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: 3

Threshold Concepts in Literary Studies 文学研究中的门槛概念

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-03-29 DOI: 10.20343/TEACHLEARNINQU.7.1.2

Paul T. Corrigan

引用次数: 6

Development of a New Framework to Guide, Assess, and Evaluate Student Reflections in a University Sustainability Course 开发一个新的框架来指导、评估和评估学生在大学可持续发展课程中的反思

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-03-29 DOI: 10.20343/TEACHLEARNINQU.7.1.5

Kate Whalen, A. Páez

{"title":"Development of a New Framework to Guide, Assess, and Evaluate Student Reflections in a University Sustainability Course","authors":"Kate Whalen, A. Páez","doi":"10.20343/TEACHLEARNINQU.7.1.5","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.7.1.5","url":null,"abstract":"Many institutions of higher education increasingly place a focus on various forms of experiential education. While much work has been done in this and related areas, the resources currently available are not sufficient to effectively guide, assess, and evaluate student learning. Personal reflections can be used as a tool to assess student learning through experience. However, guiding students through the process, assessing their work, and providing an evaluation presents challenges for educators. A new framework, a robust rubric, and a guide that students and evaluators can use to support experiential learning through reflection are provided. The framework and resources are based on a grounded investigation of student reflections, which were compared to various evaluation models from the literature. The resources discussed in this paper have already been used in practice for over four years and with over 1,000 students. The purpose of this paper is to describe the journey leading to the development of this framework, to provide a description of the rubric and guide, and to share the lessons learned. This framework and accompanying materials will hopefully be a useful resource for instructors and students wishing to support reflection and experiential learning.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49348451","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: 6

Creative Innovation Takes a (Team Teaching) Family 创造性创新需要一个（团队教学）家庭

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-03-29 DOI: 10.20343/TEACHLEARNINQU.7.1.8

Rebecca Pope-Ruark, Phillip Motley, William J. Moner

引用次数: 5