Back Row: Samuel Johnson, Bill Roberson, Linda Derksen, Nancy Page, Rita Gower, Louis Mattar, Charlene Stewart, Carleigh Randall, Tim Stokes, Alison Taplay, Kathleen Bortolin and Michael Paskevicius
Front Row: Liesel Knaack, Deb Denhoff, Kat Litva, Lisa Lewis, Tine Reimers, Les Barclay Stephanie Boychuk
In the 2016-2017, the following three high impact practices were explored by three groups. Each practice is easily integrated into any class (regardless of discipline) and seeks to engage students more in the learning process by taking responsibility and ownership over their own learning.
Engagement through Experiential Learning
Description: Experiential learning is about encouraging students to create knowledge by solving problems themselves, rather than presenting them with facts and concepts. Creating conditions that allow students to direct their own learning requires faculty to let go of some control in the classroom, and trust students to succeed. Experiential learning activities are ‘hands-on’; relevant to real-world situations; allow student choice; and foster analysis, reflection and application of concepts. The members of the Council working on this topic engaged in redesigning a class to incorporate experiential learning practices that were suitable for their discipline and course.
2016-2017 Council Members: Charlene Stewart, Louis Mattar, Carleigh Randall and Deb Denhoff
Legacy Project: A Model for Experiential Learning: Website (development of resource by members)
Orientation Resources
- Article 1: Overview that defines Experiential Learning, and offers concrete ideas for getting started and designing activities:
- Article 2: Describes the central role of reflection in Experiential Learning Reflection Process Document: PDF of Article
- Article 3: Ideas for assessment, examples of actual experiential learning activities and how they were assessed, information about rubrics for such activities
- Article 4: Discusses the structure of experiential activities and the role of the faculty member when facilitating activities: PDF of Article
Learning through Structured Inquiry
Description: Moving students out of their traditional roles as receivers and consumers of knowledge is the goal of various “problem-driven” approaches to teaching. “Problem-Based Learning,” “Project-Based Learning,” the “Inquiry Method” and “Design thinking” are just a few examples of the many frameworks and protocols for designing courses that turn students into investigators, shapers of knowledge, and solvers of real problems—rather than knowledge tourists. For this project faculty members looked at methods, tools, practices and instructional protocols for putting students into the driver’s seat of inquiry as a mode for learning. Faculty members conceived, designed, prepared, and then delivered either an entire course or a major part of a course from the perspective of students as independent questioners and creative problem-solvers.
2016-2017 Council Members: Linda Derksen, Samuel Johnson, Alison Taplay, Tim Stokes, Katarina Litva
Legacy Project: Learning Through Structured Inquiry Portal Website
Orientation Resources
- Item 1: The Many Faces of Inductive Learning, by Michael Prince and Richard Felder
- Item 2 (Video): Assessment, the Silent Killer of Innovation, by Eric Mazur (38 minute clip, with a particularly relevant section beginning near 7 minute mark)
- Item 3 (Blog post): http://cte.rice.edu/blogarchive/2016/03/09/metaquestions by Robin Paige
- Item 4: Implementing Inquiry-Based Teaching Methods, by Anna J. Warner and Brian E. Myers
Students Learning About Learning through Self-Regulated Learning
Description: The results from the Provost-led Successful Student Learning Initiative showed that self-regulated learners was the theme most frequently commented on with regards to the question, "What does student learning look like for you?" The members of this group redesigned a course to include appropriate teaching strategies and student experiences that enhanced the skills and knowledge of students in being self-regulated learners. Incorporating metacognitive activities, discipline-specific strategies for academic success and other course design components, faculty members experimented with various ideas and formats for helping students be self-regulated, self-directed and successful learners in post-secondary education.
2016-2017 Council Members: Lisa Lewis, Les Barclay, Nancy Page, Rita Gower
Legacy Resource: Self-Regulated Learning Teaching Tips Cards
Orientation Resources
- Article 1: Self-Regulated Learning and Academic Achievement: An Overview, Barry Zimmerman - PDF Article
- Article 2: Promoting Student Metacognition, Kimberly Tanner - PDF Article
- Webpage: What it Means to be a Self-Regulated Learner, Maryellen Weimer
- Website: Centre Website Page – How Learning Works
- Website: Improve with Metacognition
Impacts on Students
Council members were asked how students might have been affected by the changes they are making in their teaching practices. This image shows some of their thoughts.
Impacts on Practice
Council members drew images to explain how their teaching practice has changed while implementing enhancements or new strategies in the classroom.
Impacts on Self
Council members drew images to explain how they, as educators, have changed after implementing new practices in their classrooms.
Impacts on Program or Institution
Council members drew this picture to describe the possible impacts their new ways of teaching and learning might be impacting their programs and/or the institution.
