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Began in 1998 - Focus on SoTL (Curricula, Course Design and Pedagogy)

Context of SoTL Leadership: UBC Faculty Certificate Program on Teaching and Learning in Higher Education. Began in 1998 - Focus on SoTL (Curricula, Course Design and Pedagogy) 8-month Mixed-mode cohort program Tenure-track, tenured, teaching award winners, - 200 Grads

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Began in 1998 - Focus on SoTL (Curricula, Course Design and Pedagogy)

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  1. Context of SoTL Leadership: UBC Faculty Certificate Program on Teaching and Learning in Higher Education • Began in 1998 - Focus on SoTL (Curricula, Course Design and Pedagogy) • 8-month Mixed-mode cohort program • Tenure-track, tenured, teaching award • winners, - 200 Grads • (International, national, provincial & UBC faculty) • University President awards Certificates • (Hubball & Poole, 2004; Hubball, Pratt & Collins, 2005; Hubball & Burt, 2006; Hubball & Albon, 2007)

  2. Scholarly Approaches to Curriculum & Pedagogical Practice in Higher Education • Context / Purpose - Dissemination Considerations! • Identify Research Problem, Literature Review, and Conceptual Framework • Identify Research Objectives/Question(s), Hypothesis, • Design, Methodology, Data Collection • Results and Analysis • Discussion, Conclusions • Dissemination / Enhance Practice /Repeat Cycle • ...OTHER???

  3. Traditional forms of assessment

  4. Innovative Assessment (Mowl et al., 1996) • About empowering the learner • Formative feedback – facilitates learning, part of the teaching & learning process • Often include self- and peer-assessment… Research Question: Implication for student diversity: • Group bias in these methods? • Gender • Age • Race ..etc

  5. Research Project Methodology • My Aims: • Learn more about methods of assessment & group differences • Enhance practice • Publish • Theoretical paper rather than empirical - extensive literature survey across disciplines • Extraction of themes – gender, age & race differences in self- and peer- evaluations • Focused on gender issue for the journal submission

  6. Break-out discussions… • Empirical investigation of group (gender, age, race) bias in assessment in your discipline Plan: • Research question? • Empirical data collection process? • …Or, an alternative theoretical or empirical topic • Decide a suitable SoTL question • Plan stages of theoretical &/or empirical data collection

  7. Results • Evidence for gender bias in self- and peer- assessments across disciplines. • Females underrate their performance despite actually performing equally or better than males • Especially in technical skills, investigation, leadership & autonomy. Females rate themselves more highly in interpersonal skills and teamwork • Females tend to perceive a higher level of competence must be demonstrated in order to reach a particular standard of competence • Gender bias in peer-assessment (Clack & Head, 1999; Fitzpatrick, 1999; Rees, 2003; Whittle & Murdoch Eaton, 2001)

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