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Instructional Design And Course Delivery As Meta-Ensemble: Improvisatory Responses To Covid Constraints In Tertiary Music Ensemble Assessments., Narelle Yeo, Brad Fuller, Simon Kenway Mar 2023

Instructional Design And Course Delivery As Meta-Ensemble: Improvisatory Responses To Covid Constraints In Tertiary Music Ensemble Assessments., Narelle Yeo, Brad Fuller, Simon Kenway

Journal of University Teaching & Learning Practice

This research considers the synchronous creation of a faculty meta-ensemble emergent in the pivot to online music ensembles in 2021. The unit of study outline for Music Ensemble Performance mandates live ensembles in a Kolb-inspired experiential learning model, seemingly impossible to achieve in a pandemic. Eric Ries advocates for necessary change in strategy, where required, without a change in vision. This was also mandated by the published unit of study outline, which limited change possibilities. In this auto-ethnographic case study, faculty created their own co-teaching meta-ensemble to model collaborative musical behaviours. Keller and Appel (2010) note the importance of live …

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Gamification Pedagogy: A Motivational Approach To Student-Centric Course Design In Higher Education, Fiona Gironella Mar 2023

Gamification Pedagogy: A Motivational Approach To Student-Centric Course Design In Higher Education, Fiona Gironella

Journal of University Teaching & Learning Practice

This article explores the praxis of gamification pedagogy and post-secondary course design. The literature on gamified design theory and current research on its application as a pedagogy are explored. A student-centric, motivationally based gamification design model is proposed, operationalized, implemented, evaluated, and reiterated. The design process, application strategies and challenges, and resulting qualitative outcomes over a two-year implementation period of the re-designed gamified course are detailed. Student evaluations rated both the overlaid gamified structural design and the integrated course mechanics as highly motivating and contributing significantly to their success and positive learning experience. The gamified course design was able to …

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The Lessons Learnt From Emergency Remote Teaching To Strengthen A Pre-Service Teacher Education Course On Lesson Design, Dean Van Der Merwe, Rene Levigne-Lang Mar 2023

The Lessons Learnt From Emergency Remote Teaching To Strengthen A Pre-Service Teacher Education Course On Lesson Design, Dean Van Der Merwe, Rene Levigne-Lang

Journal of University Teaching & Learning Practice

This paper reports on the lessons learnt from the COVID-19-induced emergency remote (online) teaching and learning of a one-year teacher education course. The final-year course, within a four-year Bachelor of Education programme, aimed at developing pre-service teachers’ knowledge of the nature and process of learning and how to guide and support learning in diverse school contexts. The course was planned before the COVID-19 pandemic, and teaching and learning would have taken place on campus, with limited online activities. The ensuing lockdown in South Africa resulted in university teaching and learning moving abruptly online. We investigated lessons learnt from the transition …

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Leadership Is Needed For Ethical Chatgpt: Character, Assessment, And Learning Using Artificial Intelligence (Ai), Joseph Crawford, Michael Cowling, Kelly-Ann Allen Mar 2023

Leadership Is Needed For Ethical Chatgpt: Character, Assessment, And Learning Using Artificial Intelligence (Ai), Joseph Crawford, Michael Cowling, Kelly-Ann Allen

Journal of University Teaching & Learning Practice

The OpenAI’s ChatGPT-3, or Chat Generative Pre-Trained Transformer was released in November 2022 without significant warning, and has taken higher education by storm since. The artificial intelligence (AI)-powered chatbot has caused alarm for practitioners seeking to detect authenticity of student work. Whereas some educational doomsayers predict the end of education in its current form, we propose an alternate early view. We identify in this commentary a position where educators can leverage AI like ChatGPT to build supportive learning environments for students who have cultivated good character. Such students know how to use ChatGPT for good, and can engage effectively with …

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The Role Of Compassion In Higher Education Practices, Martin B. Andrew, Kerry Dobbins, Eileen Pollard, Beate Mueller, Rebekkah Middleton Mar 2023

The Role Of Compassion In Higher Education Practices, Martin B. Andrew, Kerry Dobbins, Eileen Pollard, Beate Mueller, Rebekkah Middleton

Journal of University Teaching & Learning Practice

Compassion in higher education is viewed in different ways by educators. In recent years a focus on using compassionate pedagogy and being authentic, compassionate educators has arisen. Often associated with ‘care’, compassion has been labelled at times to be ‘soft’ or even ‘fluffy’ and holding emotion. Rather, we argue – through critically exploring discourses of compassion and care – that by acknowledging higher education has a relational element encompassing purposeful and trusting relationships, interactions can hold more meaning and benefit. This Editorial seeks to position the role of compassion in higher education, challenging how compassion focused pedagogy and research can …

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Book Review: Handbook Of Research On Lessons Learned From Transitioning To Virtual Classrooms During A Pandemic, Deidra Faye Jackson Feb 2023

Book Review: Handbook Of Research On Lessons Learned From Transitioning To Virtual Classrooms During A Pandemic, Deidra Faye Jackson

Journal of University Teaching & Learning Practice

This book review on the Handbook of Research on Lessons Learned from Transitioning to Virtual Classrooms During a Pandemic by editors Amy W. Thornburg, Robert J. Ceglie, and Dixie F. Abernathy, aims to highlight reflections on the aftermath of the shift to online learning as told by K-20 teachers, faculty, staff, and administrators in the wake of the nascent spread of COVID-19 around the world. This review summary[s]es and assesses the book with the intention of offering readership a selection that promises effective educational learning tools, strategies, recommendations, and policies that might prove beneficial for all students going forward. Based …

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Disruptions And Flux In Higher Education: Turning The Focus Towards The Early Career Researcher, Cecile Gerwel Proches, Shenuka Singh Feb 2023

Disruptions And Flux In Higher Education: Turning The Focus Towards The Early Career Researcher, Cecile Gerwel Proches, Shenuka Singh

Journal of University Teaching & Learning Practice

The COVID-19 pandemic created unique challenges for early career researchers, especially those based in higher educational institutions (HEIs). Online teaching and learning, and remote working, resulted in HEIs not being in their usual social space, which is generally more conducive for learning, collaboration, reflection and reflexivity, and critical thinking in their professional and personal development. A systemic lens approach is adopted to identify key elements for optimising research output that is aligned with ethical practice; strengthening individual researcher capacity through digital writing support, facilitating research collaboration, and building leadership in research. These identified elements are intended to provide support for …

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Building And Sustaining Undergraduate English Internship Programs During And After The Covid-19 Pandemic, Allegra W. Smith, Jordan N. Canzonetta, Kate Fedewa, Kate Birdsall Feb 2023

Building And Sustaining Undergraduate English Internship Programs During And After The Covid-19 Pandemic, Allegra W. Smith, Jordan N. Canzonetta, Kate Fedewa, Kate Birdsall

Journal of University Teaching & Learning Practice

Experiential learning opportunities (Kolb, 1984; Simons et al., 2012), such as internships, provide valuable real-world learning experiences for undergraduate students. Internships are especially important for students majoring or specialising in writing, who can gain valuable workplace experience and build portfolio pieces from working for a company or organisation. The COVID-19 pandemic and resulting social distancing measures forced internship experiences to shift to remote and hybrid opportunities. In this article, four faculty from three universities in the United States detail the ways that they pivoted their undergraduate writing internship programs to adapt to public health requirements and changing student needs between …

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Potential For Digital Writing Transfer With Infographics: Students’ Perspectives, Marta Shcherbakova Feb 2023

Potential For Digital Writing Transfer With Infographics: Students’ Perspectives, Marta Shcherbakova

Journal of University Teaching & Learning Practice

Between 2020-22 COVID-19 blurred the line between academic and digital writing as more students and educators used digital platforms to write, share, and collaborate on academic work. Today, students can video-conference, engage in digital annotating, communicate via chats with different audiences, and write more audience-oriented emails - some of the skills they transferred from their daily interactions prompted by the pandemic. To help the students enhance their digital writing skills needed to succeed in the post-pandemic world, the researcher of this study decided to introduce and implement infographics in her first-year composition. During the pandemic, this genre became one of …

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Post-Pandemic Digital Writing Instruction Will Be Resilient, Open, And Inclusive, Robert Cummings Feb 2023

Post-Pandemic Digital Writing Instruction Will Be Resilient, Open, And Inclusive, Robert Cummings

Journal of University Teaching & Learning Practice

During the pandemic three widespread shifts in teaching cultures affected digital writing pedagogies: resilient teaching, open teaching, and inclusive teaching. Resilient teaching design emerged as a strategy to counter the unpredictability of public health policies on class delivery modes, and emphasised designing for maximising student interactions as a response. Open teaching started as a response to a lack of access to textbooks and evolved to transform functions normally reserved for teaching into learning activities. In addition, inclusive teaching practices, developed as a response to racial and social injustices, resulted in deliberate emphasis on class structure to incorporate all students. Although …

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Dungeons And Dragons And Digital Writing: A Case Study Of Worldbuilding, Brian Mckenzie Feb 2023

Dungeons And Dragons And Digital Writing: A Case Study Of Worldbuilding, Brian Mckenzie

Journal of University Teaching & Learning Practice

Collaborative worldbuilding is an ideal digital writing project for promoting critical thinking about contemporary issues, developing and applying disciplinary expertise writing transfer, and building digital literacies. In the context of the global Covid-19 pandemic where the student experience was characterised by isolation, collaborative worldbuilding also offered a powerful means of building solidarity and community. This paper presents a case study of using collaborative worldbuilding for gaming to achieve key digital writing learning outcomes. The case study shows how this innovative pedagogical approach can be mapped to two key frameworks for information and digital literacies: the Digital Competence Framework for Citizens …

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Teaching Team Writing Online During And After Covid-19, Alice J. Myatt Feb 2023

Teaching Team Writing Online During And After Covid-19, Alice J. Myatt

Journal of University Teaching & Learning Practice

Collaborative writing assignments are an essential element of teaching technical and professional writing, and they should be included in online writing instruction (OWI). The COVID-19 pandemic was a drastic interruption of regular teaching practices that had the potential of derailing the practice of assigning online collaborative writing projects, which often require a heavy investment of time and energy to manage. As educators and scholars, we must learn from the experiences we had during the pandemic time. For example, amidst the trials and turbulence of the period, we had an opportunity to learn from some of the practices we undertook and …

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Digitalisation Of Writing In Higher Education: The Covid-19 Pandemic Impact, Natalia Mospan Feb 2023

Digitalisation Of Writing In Higher Education: The Covid-19 Pandemic Impact, Natalia Mospan

Journal of University Teaching & Learning Practice

The COVID-19 pandemic has accelerated the digital transformation of higher education worldwide. It also has facilitated digital writing in remote classrooms and beyond. During lockdowns, digital writing has become a constant way of communication in our lives. The research examines the COVID-19 pandemic impact on digital writing transformation in higher education. It also assumes the dependence of writing modes on distance learning types. Empirical evidence gathered through quantitative and qualitative research methods involves higher education teachers and students surveyed in a Ukrainian university to understand their perceptions and experience of writing online during the Coronavirus lockdowns in 2020-22. The research …

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Academic Integrity Considerations Of Ai Large Language Models In The Post-Pandemic Era: Chatgpt And Beyond, Mike Perkins Feb 2023

Academic Integrity Considerations Of Ai Large Language Models In The Post-Pandemic Era: Chatgpt And Beyond, Mike Perkins

Journal of University Teaching & Learning Practice

This paper explores the academic integrity considerations of students’ use of Artificial Intelligence (AI) tools using Large Language Models (LLMs) such as ChatGPT in formal assessments. We examine the evolution of these tools, and highlight the potential ways that LLMs can support in the education of students in digital writing and beyond, including the teaching of writing and composition, the possibilities of co-creation between humans and AI, supporting EFL learners, and improving Automated Writing Evaluations (AWE). We describe and demonstrate the potential that these tools have in creating original, coherent text that can avoid detection by existing technological methods of …

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Lexical Features And The Quality Of Vietnamese Efl Students' Online English Writings, Pham Thi Thu Huong, Trần Hữu Phúc Feb 2023

Lexical Features And The Quality Of Vietnamese Efl Students' Online English Writings, Pham Thi Thu Huong, Trần Hữu Phúc

Journal of University Teaching & Learning Practice

The rapid development of high technology and the Internet has made online learning increasingly popular, especially in the last few years when the COVID-19 pandemic appeared and spread worldwide. However, implementing online English courses in the pre-COVID-19 period was not prevalent; and only a few courses utilized new technologies to teach the English language online in universities and colleges in Viet Nam (Pham, 2020). This paper investigates 270 Vietnamese tertiary students' digital competency and online English writing study and practice experience in pre-, during, and post-COVID-19 periods. It also examines the link between the lexical features and the quality of …

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Students’ Perceptions Towards The Application Of Peer Assessment In A Virtual English Writing Class, Thi Kim Anh Vo, Ngoc Hong Nguyen Feb 2023

Students’ Perceptions Towards The Application Of Peer Assessment In A Virtual English Writing Class, Thi Kim Anh Vo, Ngoc Hong Nguyen

Journal of University Teaching & Learning Practice

Writing skills are not easy to develop in English language learning, especially when online learning is being implemented amid the COVID-19 pandemic. In order to improve students’ writing skills, as well as increase students’ autonomy, peer assessment is often adopted. The article presents findings of the research conducted in late 2021 on students’ perceptions towards the use of peer assessment in an online English writing class in Vietnam. The research applied a mixed method model with a questionnaire and an interview as the instruments. The questionnaire has 18 items divided into 4 parts: students’ personal information, students’ attitudes towards peer …

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“Learning From Weakness Is Also Valuable”: A Reflection On Digital Peer Writing Workshops Held During The Covid-19 Pandemic, Lili Pâquet Feb 2023

“Learning From Weakness Is Also Valuable”: A Reflection On Digital Peer Writing Workshops Held During The Covid-19 Pandemic, Lili Pâquet

Journal of University Teaching & Learning Practice

In 2019, I refreshed a tertiary writing unit in which, across two assignments, students planned and then produced their own creative non-fiction work. Peer workshopping was an important pedagogical tool to help students bridge the gap between their creative non-fiction plan and their final submission. In the discipline of Writing, peer workshopping is central to students’ degrees, allowing them to develop a collective wisdom that is difficult to replicate in digital learning environments. My regional institution offers “digital first” degrees, and around 90% of my students learn online. Therefore, I created workshops online in asynchronous, written form, to suit our …

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Overcoming Isolation With Community Based Digital Writing Initiatives, Craig Morley, Sam Aston Feb 2023

Overcoming Isolation With Community Based Digital Writing Initiatives, Craig Morley, Sam Aston

Journal of University Teaching & Learning Practice

Isolation is a consideration for many writers and is a term that has become synonymous with the pandemic. Perhaps this explains why the focus for much practice and research on writing development from a learning development and academic literacies context has traditionally focussed upon in-person support. Digital writing practices offer alternatives to in-person support and opportunities to address writers’ feelings of isolation. The research question for this case study is, therefore; to what extent have changes in writing development through the pandemic refocussed how we engage students in community-focussed digital writing practices, in a learning development and academic literacies context? …

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A Spectrum Of Surveillance: Charting Functions Of Epistemic Inequality Across Edtech Platforms In The Post-Covid-19 Era, Matthew A. Vetter, Zachary J. Mcdowell Feb 2023

A Spectrum Of Surveillance: Charting Functions Of Epistemic Inequality Across Edtech Platforms In The Post-Covid-19 Era, Matthew A. Vetter, Zachary J. Mcdowell

Journal of University Teaching & Learning Practice

Covid-19 and the public health policies emerging in response have laid bare a multiplicity of issues related to educational access and knowledge equity on a global scale. Among these, the quick shift to online and hybrid education models led teachers to adapt a plethora of digital platforms to deliver content and sponsor interactions). Such platforms range from institutionally sanctioned (and subscribed) Learning Management Systems (LMSs) to software provided by organizations beyond the institution and can pose a threat to student data and privacy. Data surveillance in educational contexts is not a new issue, nor is it only a strictly digital …

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Reclaiming The Technology Of Higher Education For Teaching Digital Writing In A Post—Pandemic World, Rebecca Johinke, Robert Cummings, Frances Di Lauro Feb 2023

Reclaiming The Technology Of Higher Education For Teaching Digital Writing In A Post—Pandemic World, Rebecca Johinke, Robert Cummings, Frances Di Lauro

Journal of University Teaching & Learning Practice

Like all disciplines in higher education, the teaching of digital writing was profoundly impacted by the COVID-19 pandemic as faculty and students moved to emergency remote teaching (ERT). Rapid shifts to synchronous and asynchronous online delivery modes reshaped classrooms built upon frequent peer review and student collaboration in writing, forcing students and faculty into educational technologies that raised issues of privacy, equity, and surveillance. Yet, digital writing faculty responded to these challenges in ways that prioritised individual autonomy of student writers with creative assessments, improved access to texts, thoughtful connections to employers and audiences beyond the academy, and enhanced classroom …

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Curriculum And Learning Designers’ Epistemological Views Of Learning And How They Inform Design Work In Universities, Jason M. Lodge Feb 2023

Curriculum And Learning Designers’ Epistemological Views Of Learning And How They Inform Design Work In Universities, Jason M. Lodge

Journal of University Teaching & Learning Practice

Universities globally have been increasingly looking to bring in professionals with expertise in learning and curriculum design to help with educational innovation. The aim of this study was to explore the epistemological views of learning that people in curriculum and learning design roles use to inform their practice. In this study, ten learning and curriculum designers were interviewed in depth. The participants demonstrated wide and deep knowledge of learning and teaching, drawing on both established notions of constructivism but also on emerging theories and evidence. Combined with extensive experience, the interviews revealed that these learning designers demonstrate high levels of …

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Book Review: Contemplative Practices In Higher Education: Powerful Methods To Transform Teaching And Learning (By D. Barbezat And M. Bush), Erin A. Hopkins Jan 2023

Book Review: Contemplative Practices In Higher Education: Powerful Methods To Transform Teaching And Learning (By D. Barbezat And M. Bush), Erin A. Hopkins

Journal of University Teaching & Learning Practice

This book review on Daniel Barbezat and Mirabai Bush’s book titled Contemplative Practices in Higher Education: Powerful Methods to Transform Teaching and Learning aims to provide exposure to the possibility of enhanced student experience through contemplative practices across various fields of study and across universities globally. This book review summarizes and evaluates the book with the hope that it will help readership decide if this is a book they would like to purchase as part of their strategy for student learning. This book review, based on a contemplative approach to teaching and learning at the university, is important because it …

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Collaborative Creativity Among Undergraduate Students As Game Creators During Gamification In A University-Wide Elective Course, Julia Lee, Ruxin Lim, Fitri S. Mohamad, Kim Geok Chan, Faizah Mas’Ud Jan 2023

Collaborative Creativity Among Undergraduate Students As Game Creators During Gamification In A University-Wide Elective Course, Julia Lee, Ruxin Lim, Fitri S. Mohamad, Kim Geok Chan, Faizah Mas’Ud

Journal of University Teaching & Learning Practice

Collaborative creativity is an essential skill for unleashing university students’ skills in team building during complex problem-solving. The aim of this descriptive quantitative research was to examine undergraduate students’ perspectives regarding their collaborative creativity experience as game creators for a gamification group assignment within a university-wide elective course on learning disabilities. The Assessment Scale of Creative Collaboration (ASCC) questionnaire was completed by 14 students. The results provide insightful perspectives by undergraduate students regarding their experience in collaborative creativity during game creation. The findings from the closed-ended questions of the ASCC demonstrate that most of the students valued the diversity of …

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Self-Agency And Academically High-Performing Students’ Success: Towards A Praxis For Academic Support In One South African University, Victor Nnadozie, Samukelisiwe Khumalo Jan 2023

Self-Agency And Academically High-Performing Students’ Success: Towards A Praxis For Academic Support In One South African University, Victor Nnadozie, Samukelisiwe Khumalo

Journal of University Teaching & Learning Practice

Globally, student support mechanisms focus almost exclusively on academically 'under-performing' students, especially as insofar as academic development practices are concerned. This article makes a case for a shift in approach. Using the context of one country, South Africa, we sought to better understand the strengths that academically high-performing students (AHSs) employ in order to succeed. We drew on a conceptual lens based on Bandura’s theory of the self. Data was collected by means of document analysis, individual interviews and focus group interviews with ten (n = 10) purposively selected academically high-performing fourth-year undergraduate students in a school of education …

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Participatory Learning As A Student-Centered Teaching Technique During The Covid-19 Pandemic, Tafirenyika Mafugu Jan 2023

Participatory Learning As A Student-Centered Teaching Technique During The Covid-19 Pandemic, Tafirenyika Mafugu

Journal of University Teaching & Learning Practice

The study aimed to determine if there is a significant difference between peer and lecturer assessment scores and to explore the relationship between peer assessment scores and the study year of preservice teachers. Furthermore, the study explored the effect of Blackboard Collaborate online group presentations on the development of pedagogical skills of undergraduate pre-service teachers. Two hundred and sixty-two peer and lecturer assessment scores were compared, while 53 students completed the Google form survey. A Wilcoxon signed-rank test showed a statistically significant difference between peer scores and lecturer-moderated scores in different courses. However, the test did not show a statistically …

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Personalising The Student First Year Experience – An Evaluation Of A Staff Student Buddy System, Nick Fewster-Young, Paul A. Corcoran Jan 2023

Personalising The Student First Year Experience – An Evaluation Of A Staff Student Buddy System, Nick Fewster-Young, Paul A. Corcoran

Journal of University Teaching & Learning Practice

A student’s transition into higher education or a new learning environment can set the foundation for the remainder of their study, both in perception and academic ability. Mentoring is a transition intervention strategy and most types of these interventions are student peer to peer. However, there is a growing interest in academic involvement in mentoring and consequently this paper is an investigation into the effective implementation of assigning students with an academic staff buddy or mentor in the transition period of their first year of higher education i.e. the Staff Student Buddy System (SSBS). The analysis focusses on using two …

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Online Learning During The Covid-19 Pandemic: Does Social Connectedness And Learning Community Predict Self-Determined Needs And Course Satisfaction?, Erin Geary, Kelly-Ann Allen, Nicholas Gamble, Saeed Pahlevansharif Jan 2023

Online Learning During The Covid-19 Pandemic: Does Social Connectedness And Learning Community Predict Self-Determined Needs And Course Satisfaction?, Erin Geary, Kelly-Ann Allen, Nicholas Gamble, Saeed Pahlevansharif

Journal of University Teaching & Learning Practice

The present study investigated whether online students’ sense of community and self-determined need satisfaction predicted online course satisfaction during the COVID-19 pandemic. The sample consisted of 136 Australian university students who were studying online during the COVID-19 pandemic. Students completed online surveys for sense of community (i.e., social connectedness and learning community), self-determined need satisfaction (i.e., relatedness, competence, and autonomy), and online course satisfaction. The study results indicated that learning community and social connectedness significantly predicted the self-determined needs and online course satisfaction, with learning community having a large effect size. Autonomy partially mediated the relationship between social connectedness and …

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Job Satisfaction Of University Teachers: A Systematic Literature Review (2010-2021), Qi Yang, Kazi Enamul Hoque Jan 2023

Job Satisfaction Of University Teachers: A Systematic Literature Review (2010-2021), Qi Yang, Kazi Enamul Hoque

Journal of University Teaching & Learning Practice

In this study, the authors searched, read, collated and reflected on the past research on the factors affecting university teachers' job satisfaction for the period of 2010-2021. In this systematic literature review, we can understand that the factors that influence the job satisfaction of university teachers are broadly divided into three areas, including the university, the teachers themselves, and the students. The authors have therefore systematically summarized and analyzed a total of ten areas of influence on schools, six variables under teachers' own factors, and two factors under students. Through this literature review, we found that there is still a …

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Developmental Evaluation Of Teaching Quality: Evidencing Practice, Fiona Boyle, Elizabeth J. Cook Jan 2023

Developmental Evaluation Of Teaching Quality: Evidencing Practice, Fiona Boyle, Elizabeth J. Cook

Journal of University Teaching & Learning Practice

The evaluation of teaching quality and practice is increasingly important in higher education and usually done via student surveys (quantitative data) alone. Much less attention is given to teachers’ self-evaluations of teaching practice (qualitative data). This emphasis on quantitative over qualitative data can result in incomplete and biased measures of teaching quality, and inappropriate changes to educational practice, which may, in turn, negatively impact outcomes, experiences and university micro-cultures. In this paper, we present a case study of an international residential masters module, in rapid transition to online delivery during the COVID-19 pandemic, to demonstrate: 1) how developmental evaluation (DEval) …

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A Rubric Approach To Assessing Information Literacy Competency In Tertiary Curricula, Adrienne Burns, Lisa Lobry De Bruyn, Susan C. Wilson Jan 2023

A Rubric Approach To Assessing Information Literacy Competency In Tertiary Curricula, Adrienne Burns, Lisa Lobry De Bruyn, Susan C. Wilson

Journal of University Teaching & Learning Practice

Systematic analysis of undergraduate curriculum design and assessment is required to ensure real world experiences are embedded in a degree structure for a high level of information literacy (IL) attainment. IL competencies and skills are critical for successful graduate outcomes. We developed a framework using a constructive alignment approach to develop the Student Attributes for Information Literacy (SAIL) and accompanying rubric with outcomes that categorize depth of application over degree progression. The rubric was used to audit IL in core units of a multidisciplinary Bachelor of Environmental Science degree before and after a cycle of curriculum design. SAIL’s rubric provides …

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