Scholarship of Teaching and Learning Commons^™

Authentic Assessment Framework May 2021 Version, Jen Harvey, Derek Dodd

Reusable Resources

The TU Dublin Authentic Assessment (AA) framework was designed to be used as a general guide.for staff undertaking assessment redesigns as part of a University Initiative under the IMPACT SATLE 1 funding call.

The Framework builds on the work of Gulikers et al, (2006) and Villerarroel et al (2020) and is structured across four dimensions: ‘Realism’, ‘Cognitive challenge’, ‘metacognition’, and ‘feedback processes’.

The resource provides a set of ideas that can be used to build the four dimensions into programme based Authentic Assessment strategies and practices.

On Calling In And Becoming: Our Microaggression Story, Ashley N. Gibson, Brooke Blevins

Journal of Multicultural Affairs

This paper is a joint account of an experience with a microaggression between a doctoral candidate, Ashley, and her doctoral advisor Dr. Blevins in Baylor’s EdD Learning and Organizational Change program ( EdD LOC). The microaggression took place in a virtual learning setting during the COVID-19 pandemic. This story recounts the moment of the offense, how the harm was repaired, and what each felt and learned from the exchange. Ashley and Dr. Blevins partnered to share their perspectives, and both authors hope this paper will shed light on the topic of microaggressions, by raising awareness, cultivating dialogue on the topics …

"Side By Side With A Ruinous, Ever-Present Past": Trauma-Informed Teaching And The Eighteenth Century, Clarissa, And Fantomina, Kate Parker, Bryan M. Kopp, Lindsay Steiner

ABO: Interactive Journal for Women in the Arts, 1640–1830

This article explores the need for and applications of trauma-informed teaching in eighteenth-century studies, particularly around representations of sexual trauma (rape) and consent. The prevalence of trauma guarantees its presence in our classrooms, even and especially in its absences. As the field of eighteenth-century studies continues to reframe its white, Eurocentric, male-dominated past through more intentionally inclusive research and teaching methods, particularly those that explore the intersections of eighteenth-century studies and social justice approaches to education, the presence of trauma in our classrooms will become only more significant. Keeping in mind those students of marginalized identities who are most likely …

Reviewing The Flourishing Teacher: Vocational Renewal For A Sacred Profession, Chancey Bosch

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

No abstract provided.

Implications Of Covid-19 On Higher Education (Special Issue), Gary J. Burkholder, Erwin Krauskopf

Higher Learning Research Communications

Students at all levels were impacted by the shift to online learning; in many cases, they and the institutions they attended were not prepared for the complexities associated with remote/distance learning. In this special issue, Implications of COVID-19 on Higher Education, authors of three essays and five empirical studies have described the various ways the shift to remote learning has impacted students, faculties, and the institutions of higher education in different regions of the world.

Seeing In Writing: A Case Study Of A Multilingual Graduate Writing Instructor’S Socialization Through Multimodality, Cristina Sánchez-Martín

Journal of Multilingual Education Research

With growing numbers of multilinguals becoming writing instructors and scholars in the U.S. composition context, it is urgent to understand how multilingual graduate instructors of writing socialization processes are mediated by multimodal elements rather than just textual forms of language. This article reports on an ethnographically-oriented case study to respond to the following questions: (1) Does multimodality contribute to a multilingual graduate instructor’s socialization into writing and the teaching of writing? If yes, in what ways does multimodality interact with the writer’s language repertoire? (2) How does the multilingual graduate instructor’s multimodal writing and teaching of writing impact other academic …

Reviewing Reforming The Liberal Arts, Robert Thorpe

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

No abstract provided.

Reviewing Where Wisdom May Be Found: The Eternal Purpose Of Christian Higher Education, Patrick Otto, Trevor Ellis

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

No abstract provided.

Reviewing Dreaming Dreams For Christian Higher Education, Jeffrey Voth

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

No abstract provided.

Reviewing Called To Teach: Excellence, Commitment, And Community In Christian Higher Education, Nathan French

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

No abstract provided.

Reviewing The Learning Cycle: Insights From Faithful Teaching From Neuroscience And The Social Sciences, Kezia Daniels

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

No abstract provided.

Subjective Well-Being And Religious Ego Identity Development In Conservative Christian University Students, Angela Watson, Emily B. Goodwin, Claire W. Michael

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

Spiritual maturity greatly impacts psychosocial development (Bravo, Pearson, & Stevens, 2016; Dreyer & Dreyer, 2012; Power & McKinney, 2014). Much of the identity formation process occurs during adolescence and early adulthood (Good & Willoughby, 2014; Hardy et al., 2011). The current study sampled students from a private Christian university to examine the relationship between religious ego identity status and subjective well-being. Positive relationships were found between religious ego identity and subjective well-being. Discussion includes the unique developmental needs of emerging adults to help Christian universities better facilitate their students’ growth and education.

Re-Conceptualizing Inclusive Pedagogy In Practice In Higher Education, Marcia P. Livingston-Galloway, Andree Robinson-Neal

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

Twenty-first-century classrooms are becoming increasingly culturally, ethnically, and racially diverse and are looking more and more like microcosms. Consequently, students and some educational stakeholders are demanding the inclusion of race, culture, justice, and equality in the curricula and pushing the envelope for more inclusive pedagogy. Central to the concept of inclusive pedagogy are the values of fairness and equity. Proponents of inclusive pedagogy have indicated that numerous variables influence pedagogy, particularly inclusive pedagogy. These values have elicited concerns throughout the educational system regarding how instructors and facilitators serve all learners academic needs in their academies. However, there is no consensus …

The Influence Of Teacher Training On The Moodle Platform And Esl Language Learning On Students At A Latin American University, Nora P. Mendivil-Carrión, Abelardo Campana

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

Objective: To accurately know the influence of teacher training on the Moodle platform and English learning in ESL students at a Latin American university. Materials and Methods: For this pre-experimental study, the pre- and post-tests were applied to a sample of 29 students and then processed with the SPSS (Statistical Analysis Software) program. Results: The pre-test reached an average score of 13.86 compared to the post-test, which reached an average score of 17.83. This indicates a positive influence with an increase of 3.97 points, P =000. Therefore, the hypothesis stating that ESL students are able to learn in a virtual …

The Ephesians 4:15 Rule: A Socratic Approach To Political Correctness, Amir Azarvan 9550465

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

In the Apostle Paul’s words, we should “[speak] the truth in love” (Eph. 4:15). Many of us are good at doing one (i.e., speaking the truth) or the other (i.e., speaking in love). But few of us excel at doing both at the same time. I argue that this “Ephesians 4:15 Rule” is relevant to the many contemporary political debates that revolve around the concept of political correctness and push us into joining one or the other extreme ideological camp. In this essay, I lay out my Socratic approach to explaining to students what I take to be the proper …

Editorial: Scholarship Of Teaching And Learning In Christian Music Therapy, Hayoung Lim

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

No abstract provided.

Letter From The Editor: Celebrating Diversity In Teaching And Learning For Christians In Higher Education, Hayoung Lim

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

No abstract provided.

Front Matter

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

No abstract provided.

Full Issue

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

No abstract provided.

Insights From The College Internship Study: Issues Of Program Access, Structure And Student Outcomes, Matthew Hora

Experiential Learning & Teaching in Higher Education

No abstract provided.