Professional and Organizational Development Network in Higher Education
Date of this Version
2008
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (2008) 26
doi: 10.3998/tia.17063888.0026.008
Abstract
Students’ difficulty in mastering material can motivate faculty toward the scholarship of teaching and learning (SoTL) if instructors’ frustration can be framed as a researchable question, and they have practical models for assessing learning outcomes. The “decoding the disciplines” approach supports this shift from reflective teaching to SoTL. By focusing on narrowly defined bottlenecks to learning, faculty define researchable questions convincing to their disciplines. The specificity of these inquiries makes the assessment of learning much easier through the application of existing tools, such as those provided in Angelo and Cross’s Classroom Assessment Techniques (1993). Example of specific assessments are provided.
Included in
Curriculum and Instruction Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Education Commons
Comments
License: CC BY-NC-ND