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- Threshold concept (4)
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- Critical and reflective inquiry (1)
- Developing shared norms (1)
- Faculty-student co-authors (1)
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- Kinesiology (1)
- Learning tools (1)
- Professional and Technical Writing (1)
- Reflective writing (1)
- Sequencing writing (1)
- Spanish learners (1)
- Storytelling research (1)
- Student writing experiences (1)
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Articles 1 - 10 of 10
Full-Text Articles in Scholarship of Teaching and Learning
(Re)Sequencing The Research/Writing Process In The Writing Classroom, Megan Spiegel, Lee Olsen, Suzanne Paola
(Re)Sequencing The Research/Writing Process In The Writing Classroom, Megan Spiegel, Lee Olsen, Suzanne Paola
Writing Research Fellows
What are the outcomes of sequencing writing assignments so that students are introduced to primary sources and allowed to browse these sources prior to selecting a research topic? (This as opposed to the standard sequence by which instructors ask students to choose a topic before completing any sort of preliminary research in source material.)
Telling Stories In A Professional And Technical Writing Course, Jeremy Cushman, Kaitlyn Teer
Telling Stories In A Professional And Technical Writing Course, Jeremy Cushman, Kaitlyn Teer
Writing Research Fellows
Because students, arguably, entered this 400-level Professional and Technical Writing (PTW) course with some already established ideas and expectations, it was our best chance at addressing our overriding concern that students continue to approach PTW as a mere conduit for communicating knowledge made elsewhere. So if, in fact, our own assumptions about these students were legitimate, the course allowed us to begin exploring the impact storytelling research may have in an advanced PTW course. Consequently, we worked from these two guiding questions:
- What changes, if any, occur in the ways students approach Professional and Technical Writing (PTW) in terms of …
Co-Authors: Faculty-Student Collaborative Writers, Tara Perry, Jackie Heller
Co-Authors: Faculty-Student Collaborative Writers, Tara Perry, Jackie Heller
Writing Research Fellows
Research Question(s):
RQ1: What communication processes are involved in collaborative co-authorship between faculty and students?
RQ2: What happens when faculty and students engage in collaborative writing through co-authorship?
Exploring A Threshold Concept In Kinesiology 306 Course, Harsh Buddhadev
Exploring A Threshold Concept In Kinesiology 306 Course, Harsh Buddhadev
Backward by Design Mini-Studies
In Fall 2015, the new 5-credit KIN 306 course was created by combining old KIN 306 and 301 classes (3-credits each). This is the first course completed by all students pursuing a major in Kinesiology. Prior to Fall 2015, all Kinesiology majors completed two separate introductory 3-credit courses KIN 301 and KIN 306. The old KIN 306 course introduced students to theories of measurement and evaluation and various health and sport related aspect of fitness. The KIN 301 course, introduced the process of conducting a systematic search of research literature on health and sport related aspect of fitness and it …
Backwards By Design Retreat And Teaching Mini-Assessment, Hilary Schwandt
Backwards By Design Retreat And Teaching Mini-Assessment, Hilary Schwandt
Backward by Design Mini-Studies
At the Backwards by Design (BbD) retreat last fall for every topic and assignment, I focused on a class I was about to teach the coming fall that is a core class at Fairhaven college. Every student entering Fairhaven, whether a student in their first year of college or a transfer student from main campus or another college or university, must take this class in the first quarter as a Fairhaven student. The class is 201: Critical and Reflective Inquiry. At Fairhaven, professors are encouraged to select a content area of their choosing – as the focus in the class …
When Developing A Course Goal Becomes Developing Shared Norms, Brian J. Bowe
When Developing A Course Goal Becomes Developing Shared Norms, Brian J. Bowe
Backward by Design Mini-Studies
Having just arrived in Washington from my longtime Michigan home a few days before, the Backwards by Design retreat was the first formal activity of a new adventure on the faculty at Western Washington University. It was a great opportunity to get to know other faculty across departments. But, even more importantly, it was an open environment dedicated to fostering the creation student-centered learning environments. I learned many things — including a much more enthusiastic approach to using sticky notes to storyboard activities. I hope I was able to contribute as well.
Circling Back To Guiding Questions, Marc N. Muniz
Circling Back To Guiding Questions, Marc N. Muniz
Backward by Design Mini-Studies
My participation in the Backwards by Design workshop last Summer inspired me to think deeply about the nature of writing experiences afforded to our students in the physical sciences. One of the courses I teach is SCED 201: Matter and Energy in Physical Systems. This is a 4 credit-hour, inquiry-based, physics course for prospective primary (elementary) school educators. It utilizes a well-researched curriculum known as “Physics in Everyday Thinking,” which allows students to investigate various physical phenomena through activities.1These activities begin by eliciting students’ initial ideas, which are often shared during whole-class whiteboarding sessions. The students then proceed …
Actionable Learning For A Living Earth: Backwards By Design 2015-16 Project Report, James Loucky
Actionable Learning For A Living Earth: Backwards By Design 2015-16 Project Report, James Loucky
Backward by Design Mini-Studies
During the summer 2015 “Backwards by Design” working retreat, I explored the intricate pairing of knowledge and action as central to efforts to bridge anthropology and environment. The retreat initiated a focus on “actionable learning” as a threshold concept that would come to underlie my seminar on “Ecocultural Ethics” in Winter 2016.
It’S All About That Base: Persuading Learners Of Spanish As A Second Language That Verb Acquisition Is The Essence Of Communication, Sean Dwyer
Backward by Design Mini-Studies
The intended result of a series of Spanish courses is the ability to speak fluidly, if not extensively, in Spanish. The quickest way to speak quickly is to learn some set phrases. As a result of strategies that involve this learning tool, perhaps 75% of Americans can parrot “¿Dónde está el baño?” and “Dos cervezas, por favor.” However, a disappointingly high percentage of people who can say those things cannot say anything that would be useful outside a restaurant.
Working backwards from my curricular goal of creating verbal facility in my students, I start by expressing the threshold concept that …
The Value Of Refining A Threshold Concept, Michael Fraas
The Value Of Refining A Threshold Concept, Michael Fraas
Backward by Design Mini-Studies
In the summer of 2012, I had the privilege of attending the Backwards By Design workshop, where I was introduced to the “threshold concept” (Cousin, 2006). I learned how the use of this approach could shift the ontological and conceptual dimensions of students’ perspectives. That fall, I implemented the threshold concept into my undergraduate CSD 401 Writing Lab. My intention was for students to gain perspective into the lives of survivors of acquired brain injuries. I hoped the assignment would help them develop empathy for the types of clients they would work with one day as burgeoning speech-language pathologists.