In the Fall of 2017, Queen’s launched the “Cognitive Assessment Redesign” (CAR), a Learning Outcomes Assessment Consortium 2 initiative, funded by the Higher Education Quality Council of Ontario. The CAR project features an integrated support network to expand learning opportunities and tailoring assessment to directly target the skills of critical thinking, creative thinking and problem solving. Instructors from 25 first and fourth year courses expressed interest in redesigning assignments to … [Read more...]
Category: News
New Teaching Positions Up the Ante on Pedagogical Knowledge and Skill
by Mary Taylor Huber and Pat Hutchings This essay is one in a series of blogs in which the authors reflect on themes drawn from their in-depth case studies of four departments at four institutions participating in the Bay View Alliance’s TRESTLE initiative. As higher education has grown and diversified over the past thirty to forty years, the professoriate has grown and diversified as well. One well known, and to many disturbing, aspect of this trend is the growing proportion of faculty in … [Read more...]
Valuing Experiential Learning at the University of Texas at Austin
by Hillary Hart, Distinguished Sr. Lecturer, Director, Faculty Innovation Center, UT Austin Undergraduate education at the University of Texas at Austin includes a wide and growing array of immersive, engaging learning experiences led by faculty. The UT Faculty Innovation Center (FIC) suggests that providing experiential learning opportunities means creating assignments and activities based on real-life situations or primary research that engage students in reflective, data-driven … [Read more...]
AAU: Aligning Practices to Policies
Changing the Culture to Recognize and Reward Teaching at Research Universities by Doug Ward Research universities generally say one thing and do another when it comes to supporting effective teaching. That is, they say they value and reward high-quality teaching, but fail to back up public proclamations when it comes to promotion and tenure. They say they value evidence in making decisions about the quality of instruction but then admit that only a small percentage of the material faculty … [Read more...]
Mark Mort: a case study in course transformation
by Doug Ward When Mark Mort began remaking a 100-level biology course at the University of Kansas a few years ago, he asked instructors who had taught the class what they thought students needed. “Not surprisingly, the answers were very much content, content, content,” said Mort, an associate professor of ecology and evolutionary biology and a co-principal investigator on a National Science Foundation grant involving several universities in the Bay View Alliance. Then he went to … [Read more...]
Disciplinary-Specific Pedagogical Knowledge is Key to “Good College Teaching”
The new AAAS Report on Undergraduate Teaching Improvement by Mary Taylor Huber, Senior Scholar, Bay View Alliance The “knowledge that teachers have of how students go about learning a particular subject,” is key to “good college teaching,” according to a new American Academy of Arts and Sciences report on Policies and Practices to Support Undergraduate Teaching Improvement. Written by Aaron M. Pallas, Anna Neumann, and Corbin M. Campbell, all of Teachers College, Columbia University, … [Read more...]
Catalyzing Institutional Transformation: Insights from the AAU STEM Initiative
by Emily Miller, Associate Vice President for Policy, Association of American Universities A new article about the AAU Undergraduate STEM Education Initiative has been published in Change: The Magazine of Higher Learning. The article discusses the approach taken by AAU and identifies the cross-cutting implementation, dissemination, and institutionalization strategies from eight pilot projects and from a growing network of AAU research universities committed to improving undergraduate STEM … [Read more...]
AAU Undergraduate STEM Education Initiative Five-Year Status Report
by Emily Miller, Associate Vice President for Policy, Association of American Universities While there has been significant research conducted demonstrating that with evidence-based pedagogies, undergraduate STEM students – including underrepresented students – learn more, persist, and complete their undergraduate degrees, these proven teaching practices are not yet the norm in most undergraduate science courses. Through the Association of American Universities’ (AAU) Undergraduate STEM … [Read more...]
Andrea Greenhoot appointed Associate Alliance Director
We are pleased to announce the appointment of Andrea Greenhoot to the recently created role of Associate Alliance Director of the BVA. The Associate Alliance Director will share responsibilities with the Alliance Director, in accordance with the recently developed BVA succession plan. The organization is fortunate in the confluence of its goals with Dea’s personal intention to engage still more deeply in understanding how to bring about widespread improvement of pedagogy in higher … [Read more...]
Are Students Learning What We’re Teaching?
Two Lessons from the Assessment Movement by Pat Hutchings Are students learning what we think we’re teaching? Are they learning the concepts and abilities that matter most? These are the questions that assessment seeks to answer, and they are central to the BVA’s emphasis on advancing the use of “evidence-based” practices in the classroom. As even a quick tour through the literature on assessment makes clear, using evidence about student learning to make (and then re-assess) improvements … [Read more...]