Source: http://www.flickr.com/photos/mortsan/5431027284/sizes/m/in/photostream/ One of the core foundations of creating or revising a course is to establish a set of learning objectives which clearly define what a student should know or be able to do by the end of a course. So, where is the evidence that this approach actually works?  Simon and Taylor (2009) set…

Source: http://www.flickr.com/photos/velkr0/3472576304/sizes/m/in/photostream/ “It is one thing to recognize the benefit of engaging students in discussion yet quite another to master the skills necessary to effectively facilitate discussion” (Dallimore et al., 2004, pg. 104). The learning environment is in constant flux; what works one class may not constitute success in the next. To promote effective discussion,…

Source: http://www.flickr.com/photos/earthisthering/5362387448/sizes/m/in/photostream/ “A good discussion in one that leaves issues open for further inquiry and in which as many questions are raised as are answered” (Brookfield, 2006, pg. 119). There is little doubt of the benefits associated with classroom discussion.  In fact, discussion is one of the most touted and applied teaching strategies in higher…

Source: http://www.flickr.com/photos/21218849@N03/3482802808/sizes/o/in/photostream/ Examples of program-level learning outcomes I recently conducted a search for examples of program-level learning outcomes from a variety of institutions and disciplines.  The task turned out to be more challenging than I ever could have imagined, especially from the Canadian context. I firmly believe that every program at every institution should have…

Source: http://www.flickr.com/photos/25422151@N04/4078247284/ One of the most critical and challenging steps in curriculum development is developing a list of learning outcomes that bring life, coherence, meaning and intentionality to the collection of courses which make up a curriculum. Learning outcomes are broad, yet direct statements that describe the competences that students should possess (i.e. what students…

Resolution lists are common at this time of year, so I think that I will add a piece to the 2011 pie by summarizing Zepke and Leach’s  (2010) 10 calls to action for improving student engagement.  They examined four specific perspectives on student engagement (p. 169): 1. Motivation and agency (engaged students are intrinsically motivated…

The prevalence of lectures within the academic community has changed little since the inception of the university.  Despite their bad reputation, can lectures actually facilitate active and deep learning?  In a recent article published in the Journal of Geography in Higher Education, Revel and Wainwright (2009) examined both students’ and lecturers’ views of what constitutes…

In higher education, we hope that by providing effective feedback, students will feel empowered to improve as learners.    However, if we are simply ‘transmitting’ our comments regarding the strengths and weeknesses of their academic work, will students actually decode our feedback, and translate them into actionable change? Nicol and Macfarlane-Dick (2006) provide seven key recommendations for…

With increased emphasis on providing active and collaborative learning opportunities in higher education, administrators, instructors, and academic staff have drawn much attention to the benefits of using small group experiences as an integral course design strategy.  Group work can enhance depth of learning and student engagement, and students also experience the added benefit of improving…

It started with a simple question posted on the POD (Professional and Organizational Development Network in Higher Education) listserve by Dr. Rebecca Clemente, North Central College, Illinois,  “If you could give one book on college teaching to new tenure track faculty what would you recommend?…” The resulting list of references provided an intriguing overview of …