Glossary

January 17, 2009

Active Learning From: Chickering and Gamson, “Seven Principles for Good Practice in Undergraduate Education,” AAHE Bulletin, March 1987. Good Practice Encourages Active Learning. Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing pre-packaged assignments and spitting out answers. They must talk about what they are […]

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Making Sense of the Evidence of Student Learning: Step Five

January 17, 2009

Step Five: Analyze evidence of student learning A. Examples of types of evidence When writing researchable questions in the scholarship of teaching, it is helpful to consider what evidence of student learning you will consider. In some sense, this evidence is the proof of your reserchable question/thesis. If a particular exercise enhances student learning, student […]

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Making Sense of the Evidence of Student Learning: Step Four

January 17, 2009

Step Four: Develop questions about student learning A. Writing Prompts (individually) Working alone, write a list of three or four questions about student learning you can devise for one of your own courses. Then, choose one of those questions and try to write it as a researchable question-that is a question with a narrow, measurable […]

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Making Sense of the Evidence of Student Learning: Step Three

January 17, 2009

Step Three: Gather initial observations about student learning A. Observing Student Learning Observe both video clips then answer the reflection questions in Part B. (Note: You must have the Apple Quicktime plug-in to view the video.) Clip One Clip Two B. Initial Reflection (individually or in groups) What happened (observation)? What did you observe, not […]

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Making Sense of the Evidence of Student Learning: Step Two

January 17, 2009

Step Two: Think about your teaching and learning goals for a particular teaching session or classroom activity. Watch the video of Sherry Linkon reflecting on goals of a classroom exercise where students look at a historical map of Youngstown, Ohio. (Note: You must have the Apple Quicktime plug-in to view the video) Sherry’s goals for […]

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Making Sense of the Evidence of Student Learning: Getting to Researchable Questions

January 17, 2009

This resource kit provides a set of flexible tools and resources that may be adapted for local use in faculty discussions about the scholarship of teaching and learning. This set of resources addresses the process of formulating researchable scholarship of teaching questions about student learning through a close examination of a single teaching moment. It […]

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Annotating Visual Evidence of Student Learning

January 17, 2009

As VKP faculty have become increasingly interested in teaching students about images and having students produce multimedia projects in their classrooms, they have needed to annotate student products which use visual evidence. In response to these needs, a workshop on marking up visual evidence of student learning was held at the 2003 VKP Summer Institute. […]

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The VKP@3 Faculty Survey

January 17, 2009

In December we asked Visible Knowledge participants to complete an online survey, which we designed in order to gauge the first three years of the Visible Knowledge Project. We wanted to appraise four broad areas: perspectives on technology and teaching, involvement with the scholarship of teaching, the scale of collaborative activity, and the departmental and […]

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2004 Winter Institute

January 17, 2009

Focuses on Collaboration, Evidence, and Writing and Representation At this year’s Winter Institute, held on the campus of Cerritos College February 27-28, 2004, about 25 faculty from the VKP and a few interested colleagues from West Coast colleges joined together for two days of sharing projects, brainstorming collaborations, and considering ways to represent the Scholarship […]

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In Dialogue with Educational Research

January 17, 2009

Although it has always been an important principle of VKP that faculty do not need to become “educational researchers” in order to engage in the scholarship of teaching and learning, it has always been true that much can be learned from various areas of education and education research that can advance our work. Indeed, a […]

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