Context of SoTL Leadership: UBC Faculty Certificate Program on Teaching and Learning in Higher Educa...
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Began in 1998 - Focus on SoTL (Curricula, Course Design and Pedagogy) PowerPoint PPT Presentation


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Context of SoTL Leadership: UBC Faculty Certificate Program on Teaching and Learning in Higher Education. Began in 1998 - Focus on SoTL (Curricula, Course Design and Pedagogy) 8-month Mixed-mode cohort program Tenure-track, tenured, teaching award winners, - 200 Grads

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Began in 1998 - Focus on SoTL (Curricula, Course Design and Pedagogy)

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Began in 1998 focus on sotl curricula course design and pedagogy

Context of SoTL Leadership: UBC Faculty Certificate Program on Teaching and Learning in Higher Education

  • Began in 1998 - Focus on SoTL

    (Curricula, Course Design and Pedagogy)

  • 8-month Mixed-mode cohort program

  • Tenure-track, tenured, teaching award

  • winners, - 200 Grads

  • (International, national, provincial & UBC faculty)

  • University President awards Certificates

  • (Hubball & Poole, 2004; Hubball, Pratt & Collins, 2005; Hubball & Burt, 2006; Hubball & Albon, 2007)


Began in 1998 focus on sotl curricula course design and pedagogy

Scholarly Approaches to Curriculum & Pedagogical Practice in Higher Education

  • Context / Purpose - Dissemination Considerations!

  • Identify Research Problem, Literature Review, and Conceptual Framework

  • Identify Research Objectives/Question(s), Hypothesis,

  • Design, Methodology, Data Collection

  • Results and Analysis

  • Discussion, Conclusions

  • Dissemination / Enhance Practice /Repeat Cycle

  • ...OTHER???


Began in 1998 focus on sotl curricula course design and pedagogy

Traditional forms of assessment


Began in 1998 focus on sotl curricula course design and pedagogy

Innovative Assessment

(Mowl et al., 1996)

  • About empowering the learner

  • Formative feedback – facilitates learning, part of the teaching & learning process

  • Often include self- and peer-assessment…

Research Question:

Implication for student diversity:

  • Group bias in these methods?

    • Gender

    • Age

    • Race ..etc


Began in 1998 focus on sotl curricula course design and pedagogy

Research Project Methodology

  • My Aims:

    • Learn more about methods of assessment & group differences

    • Enhance practice

    • Publish

  • Theoretical paper rather than empirical - extensive literature survey across disciplines

  • Extraction of themes – gender, age & race differences in self- and peer- evaluations

  • Focused on gender issue for the journal submission


Began in 1998 focus on sotl curricula course design and pedagogy

Break-out discussions…

  • Empirical investigation of group (gender, age, race) bias in assessment in your discipline

    Plan:

    • Research question?

    • Empirical data collection process?

  • …Or, an alternative theoretical or empirical topic

    • Decide a suitable SoTL question

    • Plan stages of theoretical &/or empirical data collection


Began in 1998 focus on sotl curricula course design and pedagogy

Results

  • Evidence for gender bias in self- and peer- assessments across disciplines.

    • Females underrate their performance despite actually performing equally or better than males

      • Especially in technical skills, investigation, leadership & autonomy. Females rate themselves more highly in interpersonal skills and teamwork

    • Females tend to perceive a higher level of competence must be demonstrated in order to reach a particular standard of competence

    • Gender bias in peer-assessment

      (Clack & Head, 1999; Fitzpatrick, 1999; Rees, 2003; Whittle & Murdoch Eaton, 2001)


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