by Anna Rissanen While collecting evidence and reading about high impact practices in teaching and learning in higher education it has become clear to me that there is more than enough information available. How do you know which teaching approaches are going to give you the most return of investment of your precious time
Introduction If you were to ask a classroom of students at a Canadian University why they are working toward a bachelor’s degree, you would hear several responses. “A better job” or “better future” might be common, since a university education is an effective method for social mobility. [1][2][3][4][5]. Other students may say “I am interested
Interview validation of the Physics Lab Inventory of Critical Thinking K. N. Quinn, C. Wieman, and N. G. Holmes Stanford University https://arxiv.org/pdf/1802.02424.pdf Recent work in physics undergraduate education examines the benefits of various teaching styles. In order to do this, there must be a measurable effect on student outcomes. Performing well on a course test
Virtual Reality as a Teaching Tool for Moon Phases and Beyond J.H. Madden, A. S. Won, J. P. Schuldt, B. Kim, S. Pandita, Y. Sun, T. J. Stone, and N. G. Holmes Cornell University https://arxiv.org/pdf/1807.11179.pdf Virtual reality (VR) experiences are increasingly being used not only for casual gaming, but also training and rehabilitation, particularly in
http://www.cjsotl-rcacea.ca/ Dear colleagues: We are delighted to announce the publication of Volume 9 Issue 2 of The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL)/La revue canadienne sur l’avancement des connaissances en enseignement et en apprentissage (RCACEA), an official, trans-disciplinary, peer-reviewed, electronic publication of the Society for Teaching and Learning in Higher Education.