Context of SoTL Leadership: UBC Faculty Certificate Program on Teaching and Learning in Higher Educa...
Download
1 / 7

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


  • 214 Views
  • Uploaded on

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

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Began in 1998 - Focus on SoTL (Curricula, Course Design and Pedagogy)' - yaholo


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
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

Innovative Assessment Higher Education

(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 Higher Education

  • 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… Higher Education

  • 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 Higher Education

  • 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)