Pub Date : 2019-12-31DOI: 10.5206/cjsotl-rcacea.2019.3.9479
Yvonne Poitras Pratt, P. Danyluk
In the spirit of taking an action-based response to the Truth and Reconciliation Commission’s (2015) Calls to Action and principles, a group of educators came together in 2016 to create a one-year graduate pathway program that sets students on paths toward reconciliation. By examining the contributions of international and national scholars who explore topics of reconciliation, we extend this global discussion with insights gained from our praxis-based approach in education. Inspired by Chung (2016), we present a model which identifies a set of entry points into the work of reconciliation: listening and learning from Indigenous peoples; walking with and learning from Indigenous peoples; and, working with and learning from Indigenous peoples. By examining what we have learned through our program “Indigenous education: A call to action,” our model posits that reconciliation is accessible to those who are willing to listen and learn, and, most importantly, take action.
{"title":"Exploring Reconciliatory Pedagogy and Its Possibilities through Educator-led Praxis","authors":"Yvonne Poitras Pratt, P. Danyluk","doi":"10.5206/cjsotl-rcacea.2019.3.9479","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.3.9479","url":null,"abstract":"In the spirit of taking an action-based response to the Truth and Reconciliation Commission’s (2015) Calls to Action and principles, a group of educators came together in 2016 to create a one-year graduate pathway program that sets students on paths toward reconciliation. By examining the contributions of international and national scholars who explore topics of reconciliation, we extend this global discussion with insights gained from our praxis-based approach in education. Inspired by Chung (2016), we present a model which identifies a set of entry points into the work of reconciliation: listening and learning from Indigenous peoples; walking with and learning from Indigenous peoples; and, working with and learning from Indigenous peoples. By examining what we have learned through our program “Indigenous education: A call to action,” our model posits that reconciliation is accessible to those who are willing to listen and learn, and, most importantly, take action.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"46 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85561520","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}
Pub Date : 2019-12-31DOI: 10.5206/cjsotl-rcacea.2019.3.9471
Brett D. Jones
The purposes of this study were to investigate the extent to which students’ course perceptions of the components of the MUSIC Model of Motivation (Jones, 2009, 2018) were related to their engagement in college courses and their instructor and course ratings. Participants included 285 college students who completed questionnaires once or twice during a course. The self-report scales demonstrated high internal reliability. The findings indicate that students’ MUSIC perceptions (i.e., perceptions of empowerment, usefulness, success, interest, and caring) were significantly related to their effort in the course, both when the variables were assessed at the same time point and when their effort was assessed at a later time point. These findings provide empirical evidence for relationships proposed in the MUSIC Model of Motivation theory. Students’ MUSIC perceptions were also related to their instructor and course ratings, both when the variables were assessed at the same time point and when their instructor and course ratings were assessed at a later time point. These findings are important for instructors because students’ MUSIC perceptions can be linked directly to categories of motivational strategies that can be used by instructors as they design instruction.
{"title":"Testing the MUSIC Model of Motivation Theory: Relationships Between Students’ Perceptions, Engagement, and Overall Ratings","authors":"Brett D. Jones","doi":"10.5206/cjsotl-rcacea.2019.3.9471","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.3.9471","url":null,"abstract":"The purposes of this study were to investigate the extent to which students’ course perceptions of the components of the MUSIC Model of Motivation (Jones, 2009, 2018) were related to their engagement in college courses and their instructor and course ratings. Participants included 285 college students who completed questionnaires once or twice during a course. The self-report scales demonstrated high internal reliability. The findings indicate that students’ MUSIC perceptions (i.e., perceptions of empowerment, usefulness, success, interest, and caring) were significantly related to their effort in the course, both when the variables were assessed at the same time point and when their effort was assessed at a later time point. These findings provide empirical evidence for relationships proposed in the MUSIC Model of Motivation theory. Students’ MUSIC perceptions were also related to their instructor and course ratings, both when the variables were assessed at the same time point and when their instructor and course ratings were assessed at a later time point. These findings are important for instructors because students’ MUSIC perceptions can be linked directly to categories of motivational strategies that can be used by instructors as they design instruction.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"21 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81650579","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}
Pub Date : 2019-12-31DOI: 10.5206/cjsotl-rcacea.2019.3.9455
Colin King, Gregory R. MacKinnon
There are many potential educational goals for using digital technologies in health professional education programs. Previous studies have suggested that technology can be used in these settings to facilitate knowledge acquisition, improve clinical decision making, improve psychomotor skill coordination, and practice rare or critical scenarios. However, when using technology for educational purposes, many educators do not consider the resulting pedagogical implications of using these tools to teach course content. The purpose of this study was to explore this phenomenon in a sample of athletic therapy educators, by investigating their views and attitudes towards using digital technologies in athletic therapy specific courses. Researchers used a sequential explanatory mixed-methods approach (via questionnaire and individual interviews) to explore this topic. It was found that the majority of athletic therapy educators in this sample (n = 21) did not in fact consider the pedagogical implications of technology integration and moreover used technology in rudimentary fashions (e.g., to deliver course content or to provide additional context to explain a topic). Conversely, those educators with higher levels of pedagogical and technological knowledge appeared to use technology in more constructive ways while considering the pedagogical impact of their technology integration decisions. Although this study focused on athletic therapy education, the findings are not unique to this discipline. Carefully designed, pedagogically-sound technologies have very specific and useful ways of empowering learning and have the potential to achieve many educational goals for any educator.
{"title":"Exploring Technology Integration in Canadian Athletic Therapy Education","authors":"Colin King, Gregory R. MacKinnon","doi":"10.5206/cjsotl-rcacea.2019.3.9455","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.3.9455","url":null,"abstract":"There are many potential educational goals for using digital technologies in health professional education programs. Previous studies have suggested that technology can be used in these settings to facilitate knowledge acquisition, improve clinical decision making, improve psychomotor skill coordination, and practice rare or critical scenarios. However, when using technology for educational purposes, many educators do not consider the resulting pedagogical implications of using these tools to teach course content. The purpose of this study was to explore this phenomenon in a sample of athletic therapy educators, by investigating their views and attitudes towards using digital technologies in athletic therapy specific courses. Researchers used a sequential explanatory mixed-methods approach (via questionnaire and individual interviews) to explore this topic. It was found that the majority of athletic therapy educators in this sample (n = 21) did not in fact consider the pedagogical implications of technology integration and moreover used technology in rudimentary fashions (e.g., to deliver course content or to provide additional context to explain a topic). Conversely, those educators with higher levels of pedagogical and technological knowledge appeared to use technology in more constructive ways while considering the pedagogical impact of their technology integration decisions. Although this study focused on athletic therapy education, the findings are not unique to this discipline. Carefully designed, pedagogically-sound technologies have very specific and useful ways of empowering learning and have the potential to achieve many educational goals for any educator.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"25 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72500774","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}
Pub Date : 2019-12-31DOI: 10.5206/cjsotl-rcacea.2019.3.8052
Lisa Moralejo, Elizabeth Andersen, Norma Hilsmann, L. Kennedy
At most colleges and universities, students are invited to complete Student Evaluation of Teaching (SETs), which have both formative and summative purposes. In this convergent mixed methods study we evaluated if we could influence (a) students’ numerical responses and nature of their comments and (b) instructors’ physical and emotional responses to SET results, their perceptions of their results, and perceptions of SETs overall. Students who received an in-class intervention submitted more qualified comments, addressed specific issues, and made more recommendations for improvements compared to students who did not receive the intervention. Instructors reported reduced physical symptoms related to SETs after they received the intervention. Instructors reported that the intervention helped them let go of feelings of frustration and isolation and that they had acquired new strategies for opening, reading, and interpreting SET results. They continued, however, to report feeling apprehensive, uneasy, and uncertain about impending SET results.
{"title":"Measuring Student Responses in and Instructors’ Perceptions of Student Evaluation Teaching (SETs), Pre and Post Intervention","authors":"Lisa Moralejo, Elizabeth Andersen, Norma Hilsmann, L. Kennedy","doi":"10.5206/cjsotl-rcacea.2019.3.8052","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.3.8052","url":null,"abstract":"At most colleges and universities, students are invited to complete Student Evaluation of Teaching (SETs), which have both formative and summative purposes. In this convergent mixed methods study we evaluated if we could influence (a) students’ numerical responses and nature of their comments and (b) instructors’ physical and emotional responses to SET results, their perceptions of their results, and perceptions of SETs overall. Students who received an in-class intervention submitted more qualified comments, addressed specific issues, and made more recommendations for improvements compared to students who did not receive the intervention. Instructors reported reduced physical symptoms related to SETs after they received the intervention. Instructors reported that the intervention helped them let go of feelings of frustration and isolation and that they had acquired new strategies for opening, reading, and interpreting SET results. They continued, however, to report feeling apprehensive, uneasy, and uncertain about impending SET results.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"90 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78086296","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}
Pub Date : 2019-08-31DOI: 10.5206/cjsotl-rcacea.2019.2.8200
Meadow Schroeder, E. Makarenko, Karly Warren
In post-secondary education, students must demonstrate strong time-management skills while they navigate several courses in a semester. When students struggle to meet due dates, they can accrue late penalties, which exacerbates a stressful situation. In response, two graduate programs integrated a late bank system into their online courses. Students could submit one of two assignments up to five days after the due date without penalty. After each assignment was due, a survey was used to measure students’ levels of stress, the perception of the late bank, and reasons for using it. This study found the late bank was utilized by students, was positively regarded, and improved student attitudes toward their instructor. Reported levels of stress were similar for students who used the late bank compared to those did not. The results suggest that incorporating a late bank into the course design is an effective method of promoting student well-being.
{"title":"Introducing a Late Bank in Online Graduate Courses: The Response of Students","authors":"Meadow Schroeder, E. Makarenko, Karly Warren","doi":"10.5206/cjsotl-rcacea.2019.2.8200","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.2.8200","url":null,"abstract":"In post-secondary education, students must demonstrate strong time-management skills while they navigate several courses in a semester. When students struggle to meet due dates, they can accrue late penalties, which exacerbates a stressful situation. In response, two graduate programs integrated a late bank system into their online courses. Students could submit one of two assignments up to five days after the due date without penalty. After each assignment was due, a survey was used to measure students’ levels of stress, the perception of the late bank, and reasons for using it. This study found the late bank was utilized by students, was positively regarded, and improved student attitudes toward their instructor. Reported levels of stress were similar for students who used the late bank compared to those did not. The results suggest that incorporating a late bank into the course design is an effective method of promoting student well-being.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"9 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84324878","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}
Pub Date : 2019-08-31DOI: 10.5206/cjsotl-rcacea.2019.2.8202
Norm Nielsen
{"title":"Book Review: Classroom Action: Human Rights, Critical Activism, and Community-Based Education","authors":"Norm Nielsen","doi":"10.5206/cjsotl-rcacea.2019.2.8202","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.2.8202","url":null,"abstract":"","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"4 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81182189","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}
Pub Date : 2019-08-31DOI: 10.5206/cjsotl-rcacea.2019.2.8189
J. Pearce
{"title":"Book Review: The Scholarship of Teaching and Learning in Canada: Institutional Impact","authors":"J. Pearce","doi":"10.5206/cjsotl-rcacea.2019.2.8189","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.2.8189","url":null,"abstract":"","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"72 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86966649","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}
Pub Date : 2019-08-31DOI: 10.5206/cjsotl-rcacea.2019.2.8174
Genevieve Newton, J. Miller-Young, Monica Sanago
SoTL Canada recently conducted a survey to gain insight into the Scholarship of Teaching and Learning (SoTL) activities of faculty and staff at institutions of higher education across Canada. Questions were guided by several principles, including: (a) identifying who is doing SoTL (such as personal, institutional, geographical and professional characteristics); (b) characterizing how SoTL is being conducted, supported, and disseminated (such as collaborations with peers and students, the number of active projects), and (c) differentiating the levels at which SoTL activities are occurring and funded. While we likely did not fully capture the work being done, our inquiry nonetheless provides important data related to the current nature and scope of SoTL in Canada. We noted that the people doing SoTL show a wide diversity of characteristics including appointments and disciplinary affiliations although a majority of respondents were female, and that collaborations with both colleagues and students were commonplace. SoTL continues to be conducted primarily at the classroom level, and approximately 65% of respondents have received funding, mostly from the institutional level. We also found an increased amount of activity compared to the last Canadian survey conducted in 2012, in particular by staff from Centres for Teaching and Learning. Survey participants reported discussing their SoTL findings with their colleagues more often than with their students. A number of areas of future research are identified.
{"title":"Characterizing SoTL Across Canada","authors":"Genevieve Newton, J. Miller-Young, Monica Sanago","doi":"10.5206/cjsotl-rcacea.2019.2.8174","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.2.8174","url":null,"abstract":"SoTL Canada recently conducted a survey to gain insight into the Scholarship of Teaching and Learning (SoTL) activities of faculty and staff at institutions of higher education across Canada. Questions were guided by several principles, including: (a) identifying who is doing SoTL (such as personal, institutional, geographical and professional characteristics); (b) characterizing how SoTL is being conducted, supported, and disseminated (such as collaborations with peers and students, the number of active projects), and (c) differentiating the levels at which SoTL activities are occurring and funded. While we likely did not fully capture the work being done, our inquiry nonetheless provides important data related to the current nature and scope of SoTL in Canada. We noted that the people doing SoTL show a wide diversity of characteristics including appointments and disciplinary affiliations although a majority of respondents were female, and that collaborations with both colleagues and students were commonplace. SoTL continues to be conducted primarily at the classroom level, and approximately 65% of respondents have received funding, mostly from the institutional level. We also found an increased amount of activity compared to the last Canadian survey conducted in 2012, in particular by staff from Centres for Teaching and Learning. Survey participants reported discussing their SoTL findings with their colleagues more often than with their students. A number of areas of future research are identified.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"64 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90953903","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}
Pub Date : 2019-08-31DOI: 10.5206/cjsotl-rcacea.2019.2.8175
Kim M. Mitchell, D. McMillan, R. Rabbani
Students will take independent action to improve their writing when they believe those actions will have a positive effect. The data presented focuses on the self-regulatory writing behaviours of nursing students in their third year. The purpose was to explore patterns of writing self-efficacy, anxiety levels, and student grade point average (GPA) in relation to student choices with help seeking, advanced planning of writing, revision habits, and response to feedback. Low writing self-efficacy, high anxiety students sought help from more sources, reported their feedback made them feel negative about their capabilities as writers, and were less likely to report reading and applying feedback to future writing efforts. No patterns of writing self-efficacy or anxiety levels emerged with respect to student revision habits or their choice to begin their assignments in advance of the due date. GPA was also not associated with the writing self-regulatory choices assessed. As the primary writing support for students in the later years of a nursing program, educators should consider interventions that encourage help seeking, facilitate students’ understanding and integration of the feedback they receive into their assignment revisions, and normalize the negative emotions that interfere with the self-efficacy levels required to write well.
{"title":"An Exploration of Writing Self-Efficacy and Writing Self-Regulatory Behaviours in Undergraduate Writing","authors":"Kim M. Mitchell, D. McMillan, R. Rabbani","doi":"10.5206/cjsotl-rcacea.2019.2.8175","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.2.8175","url":null,"abstract":"Students will take independent action to improve their writing when they believe those actions will have a positive effect. The data presented focuses on the self-regulatory writing behaviours of nursing students in their third year. The purpose was to explore patterns of writing self-efficacy, anxiety levels, and student grade point average (GPA) in relation to student choices with help seeking, advanced planning of writing, revision habits, and response to feedback. Low writing self-efficacy, high anxiety students sought help from more sources, reported their feedback made them feel negative about their capabilities as writers, and were less likely to report reading and applying feedback to future writing efforts. No patterns of writing self-efficacy or anxiety levels emerged with respect to student revision habits or their choice to begin their assignments in advance of the due date. GPA was also not associated with the writing self-regulatory choices assessed. As the primary writing support for students in the later years of a nursing program, educators should consider interventions that encourage help seeking, facilitate students’ understanding and integration of the feedback they receive into their assignment revisions, and normalize the negative emotions that interfere with the self-efficacy levels required to write well.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81207438","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}
Pub Date : 2019-08-31DOI: 10.5206/cjsotl-rcacea.2019.2.8178
Andreas Buchholz, J. Wolstenholme, Jeji Varghese, Andrew Robinson, Jennifer Spencer, Jennifer Reniers
Educational Leadership in Teaching Excellence (EnLITE) is an 11-month faculty development program at the University of Guelph, Ontario. Created and led by faculty members and educational developers, EnLITE is designed to engage participants in the principles, practice and theory of teaching and learning in higher education and to promote a learner-centred approach to teaching. Participants critically examine and discuss scholarly topics on teaching and learning and in their own disciplines; collaborate with one or more teaching mentors; engage in peer classroom observation; and participate in other teaching-related activities informed by their individual learning plans. Our objective was to determine the perceived impact of EnLITE on participants’ teaching-related practices and experiences. We collected pre-, post- and one-year post-program quantitative and qualitative survey responses from each of the 2014-2015, 2015-2016 and 2016-2017 EnLITE cohorts (N = 17 participants representing a variety of disciplines; 71% female). There were significant improvements in participants’ perceived teaching practices related to critical self-reflection (13% increase from pre- to one-year post-program), student engagement (+28.2%), collaborative learning (+31%) and learner-centred pedagogy (+22.9%, all p < 0.05). There was little to no change in use of technology, student assessment, leadership, participation in communities of practice, or dissemination of teaching-related scholarship. These results provide empirical evidence of the effectiveness of a peer-driven faculty development program in promoting a learning-centred approach to teaching. Future research should determine whether these changes translate into improved student learning, and whether such programs demonstrate longer term improvements in engagement in teaching-related leadership, communities of practice and dissemination.
{"title":"Educational Leadership in Teaching Excellence (EnLITE): A Peer-Driven Faculty Development Program","authors":"Andreas Buchholz, J. Wolstenholme, Jeji Varghese, Andrew Robinson, Jennifer Spencer, Jennifer Reniers","doi":"10.5206/cjsotl-rcacea.2019.2.8178","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.2.8178","url":null,"abstract":"Educational Leadership in Teaching Excellence (EnLITE) is an 11-month faculty development program at the University of Guelph, Ontario. Created and led by faculty members and educational developers, EnLITE is designed to engage participants in the principles, practice and theory of teaching and learning in higher education and to promote a learner-centred approach to teaching. Participants critically examine and discuss scholarly topics on teaching and learning and in their own disciplines; collaborate with one or more teaching mentors; engage in peer classroom observation; and participate in other teaching-related activities informed by their individual learning plans. Our objective was to determine the perceived impact of EnLITE on participants’ teaching-related practices and experiences. We collected pre-, post- and one-year post-program quantitative and qualitative survey responses from each of the 2014-2015, 2015-2016 and 2016-2017 EnLITE cohorts (N = 17 participants representing a variety of disciplines; 71% female). There were significant improvements in participants’ perceived teaching practices related to critical self-reflection (13% increase from pre- to one-year post-program), student engagement (+28.2%), collaborative learning (+31%) and learner-centred pedagogy (+22.9%, all p < 0.05). There was little to no change in use of technology, student assessment, leadership, participation in communities of practice, or dissemination of teaching-related scholarship. These results provide empirical evidence of the effectiveness of a peer-driven faculty development program in promoting a learning-centred approach to teaching. Future research should determine whether these changes translate into improved student learning, and whether such programs demonstrate longer term improvements in engagement in teaching-related leadership, communities of practice and dissemination.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"40 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89974012","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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