Context of SoTL Leadership: UBC Faculty Certificate Program on Teaching and Learning in Higher Educa...
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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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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)


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???


Traditional forms of assessment


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


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


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


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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