If you want to learn more about the exciting world of Scholarship of Teaching and Learning, and its sub-discipline Science Education Research, you can start with the following online course:<\/p>\n
http:\/\/stemteachingcourse.org\/introduction\/about-course-1\/<\/a><\/p>\n The course draws on the expertise of experienced STEM faculty, educational researchers, and staff from university teaching centres. Many of them are affiliated with the Center for the Integration of Research, Teaching, and Learning (CIRTL), a network of research universities collaborating in the preparation of STEM graduate students and post-docs as future faculty members.<\/p>\n Another great way to start is by exploring our Science Education Literature Database! From active learning to Massive Open Online Courses, there are lots of topics within Science Education that might be relevant to your own teaching and learning practices.<\/p>\n LaCosse, J., Ainsworth, S. E., Shepherd, M. A., Ent, M., Klein, K. M., Holland-Carter, L. A., Moss, J. H., Licht, M., & Licht, B. (2017). An active-learning approach to fostering understanding of research methods in large classes. <\/span>Teaching of Psychology, 44<\/span><\/i>(2), 117-123. <\/span>https:\/\/doi.org\/10.1177\/0098628317692614<\/span><\/a><\/p>\n In this large-scale study students were actively engaged in a research project using a \u201chighly structured active-learning program\u201d (p. 118) to augment the understanding of research methods in a large psychology course. The study involved seven classes with two taught by the same instructor. The nonintervention class (N=111) received traditional teaching while the intervention class (N=174) was enhanced with a series of assignments spread out over the semester. Results indicate that students who received intervention performed significantly better on the end of semester quiz. The authors highlight the feasibility of including a research project assignment in a large lecture class.<\/span><\/p>\n Allen, D., & Tanner, K. (2005). Infusing active learning into the large-enrollment biology class: seven strategies, from the simple to complex. <\/span>Cell Biology Education<\/span><\/i>, 4(4), 262-268. DOI 10.1187\/cbe.05-08-0113 <\/span>http:\/\/www.lifescied.org\/content\/4\/4\/262.full.pdf+html<\/span><\/a><\/p>\n Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. <\/span>Science<\/span><\/i>, 332(6031), 862-864. DOI 10.1126\/science.1201783 <\/span>http:\/\/science.sciencemag.org.login.ezproxy.library.ualberta.ca\/content\/332\/6031\/862<\/span><\/a><\/p>\n Freeman, S., Eddy, S., McDonough, M., Smith, M., Okoroafor, N., Jordt, H., & Wenderoth, M. (2014). Active learning increases student performance in science, engineering, and mathematics. <\/span>Proceedings of the National Academy of Sciences of the United States of America<\/span><\/i>, 111(23), 8410-8415. DOI 10.1073\/pnas.1319030111 <\/span>http:\/\/www.pnas.org\/content\/111\/23\/8410<\/span><\/a><\/p>\n Kolb, A., & Kolb, D. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. <\/span>Academy of Management Learning & Education<\/span><\/i>, 4(2), 193-212. http:\/\/www.jstor.org.login.ezproxy.library.ualberta.ca\/stable\/40214287?seq=1#page_scan_tab_contents<\/a><\/span><\/p>\n Crouch, C. & Mazur, E. (2001). Peer Instruction: ten years of experience and results<\/span>. <\/span>American Journal of Physics<\/span><\/i>, 69(9), 970-977. DOI 10.1119\/1.1374248<\/span><\/a><\/p>\n Miller, K., Schell, J., Ho, A., Lukoff, B. & Mazur, E. (2015). Response switching and self-efficacy in peer instruction classrooms. <\/span>Physics Education Research<\/span><\/i>, 11(1), 010104-1(8).<\/span> DOI 10.1103\/PhysRevSTPER.11.010104<\/span><\/a><\/p>\n Nicol, D., Thomson, A., Breslin, C. (2014). Rethinking feedback practices in higher education: a peer review perspective. <\/span>Assessment & Evaluation in Higher Education<\/span><\/i>, 39(1), 102-122.<\/span><\/p>\n Flynn, A. & Biggs, R. (2012) The development and implementation of a problem-based learning format in a fourth-year undergraduate synthetic organic and medicinal chemistry course.<\/span> Journal of Chemical Education<\/span><\/i>, 89(1), 52-57. DOI 10.1021\/ed101041n<\/span><\/a><\/p>\n Robinson, J. (2013) Project-based learning: improving student engagement and performance in the laboratory<\/span>. <\/span>Analytical and Bioanalytical Chemistry<\/span><\/i>, 405(1), 7-13. DOI 10.1007\/s00216-012-6473-x<\/span><\/a><\/p>\n Bernard, R., Borokhovski, E., Schmid, R., Tamim, R., Abrami, P. (2014). A meta-analysis of blended learning and technology use in higher education from the general to the applied.<\/span> Journal of Computing in Higher Education<\/span><\/i>, 26(1), 87-122. DOI 10.1007\/s12528-013-9077-3<\/span><\/a><\/p>\n Bishop, J. & Verleger, M. (2013). The flipped classroom: A survey of the research. <\/span>120th ASEE Annual Conference & Exposition<\/span><\/i>(June).<\/span><\/a><\/p>\n Ten Facts About Blended Learning<\/span><\/a><\/p>\n DeHaan, R. (2009). Teaching creativity and inventive problem solving in science. <\/span>CBE – Life Sciences Education<\/span><\/i>, 8(3), 172-181. DOI 10.1187\/cbe.08-12-0081<\/span><\/a><\/p>\n Mayo, M. (2007). Games for science and engineering education. <\/span>Communications of the ACM<\/span><\/i>, 50(7), 31-35.<\/span><\/a><\/p>\n Keller, J. (2016). Motivation, learning, and technology: Applying the ARCS-V motivation model.<\/span> Participatory Educational Research<\/span><\/i>, 3(2), 1-13. DOI 10.17275\/per 16.06.3.2<\/span><\/a><\/p>\n Ryan, R. , & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.<\/span> American Psychologist<\/span><\/i>, 55(1), 68-78. DOI 10.1037\/0003-066X.55.1.68<\/span><\/a><\/p>\n Cook, E., Kennedy, E., & McGuire, S. (2013). Effect of teaching metacognitive strategies on performance in general chemistry courses<\/span>. <\/span>Journal of Chemical Education<\/span><\/i>, 90(8), 961-967. DOI 10.1021\/ed300686h<\/span><\/a><\/p>\n Khan, A., Egbue, O., Palkie, B., & Madden, J. (2017). Active learning: Engaging students to maximize learning in an online course. <\/span>Electronic Journal of E-Learning<\/span><\/i>, <\/span>15<\/span><\/i>(2), 107-115. <\/span>www.ejel.org\/issue\/download.html?idArticle=581<\/span><\/a><\/p>\n Khan, Egbue, Palkie, and Madden (2017) identify five factors contributing to quality online learning in higher education. These include interdisciplinary collaboration, accessibility, learning communities, discussion, and effective assessment. Online learning affords the opportunity for perspective taking, dialogue, and self-reflection. Khan et al. (2017) recount numerous articles to deconstruct methods for increasing engagement in online learning. Through relevant articles and course discussion, and self-reflective rubrics to improve accountability, students are likely to become engaged in their online learning. Future research should acknowledge the modification of face-to-face classes towards online learning using the criteria indicated by Khan et al. (2017).<\/span><\/p>\n Gasevic, D., Kovanovic, V., Joksimovic, S. & Siemens, G. (2014). Where is research on massive open online courses headed? A data analysis of the MOOC research initiative<\/span>. <\/span>International Review of Research in Open and Distributed Learning<\/span><\/i>, 15(5), 134-176.<\/span><\/a><\/p>\n Nikoi, S., & Armellini, A. (2012). The OER mix in higher education: purpose, process, product, and policy<\/span>. <\/span>Distance Education<\/span><\/i>, 33(2), 165-184.<\/span><\/a><\/p>\n Resource: University of Alberta Libraries OER Resource<\/span><\/a><\/p>\n Resource: University of Alberta Open Education Week<\/span><\/a><\/p>\n Ten Facts About OER<\/span><\/a><\/p>\n Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. <\/span>Computers & Education, 80,<\/span><\/i> 152-161.<\/span>http:\/\/dx.doi.org\/10.1016\/j.compedu.2014.08.019<\/span><\/a><\/p>\n Borges, S.D., Durelli, V.H., Reis, H.M., & Isotani, S. (2014). A systematic mapping on gamification applied to education. <\/span>SAC<\/span><\/i>. <\/span>DOI:<\/span>10.1145\/2554850.2554956<\/span><\/a><\/p>\n Ten Facts About Artificial Intelligence in Teaching and Learning<\/span><\/a><\/p>\n Ten Facts about Learning Analytics<\/span><\/a><\/p>\n Benassi, V. A., Overson, C. E., & Hakala, C. M. (2014). <\/span>Applying science of learning in education: Infusing psychological science into the curriculum<\/span><\/i>. Retrieved from the Society for the Teaching of Psychology web site: <\/span>http:\/\/teachpsych.org\/ebooks\/asle2014\/index.php<\/span><\/a>.<\/span><\/p>\n Garcia-martinez, J., & Serrano-Torregrosa, E. (2015). <\/span>Chemistry education: Best practices, opportunities and trends<\/span><\/i>. Retrieved from <\/span>https:\/\/www.library.ualberta.ca\/catalog\/6797125<\/span><\/a><\/p>\n Mazur, E. (1997). <\/span>Peer Instruction: A user\u2019s manual<\/span><\/i>. Retrieved from <\/span>https:\/\/library.ualberta.ca\/catalog\/2095813<\/span><\/a><\/p>\n For Faculty & Instructors <\/b><\/p>\n Innovative Assessment in Higher Education: A Handbook for Academic Practitioners [2nd Edition]<\/span><\/a><\/p>\n For Instructional Designers<\/b><\/p>\n Improving Student Engagement and Development through Assessment: Theory and practice in higher education<\/span><\/a><\/p>\n For Policy-Makers and Administrators<\/b><\/p>\n Assessing Student Learning Outcomes in Higher Education<\/span><\/a><\/p>\n Explore All Must-Read Selections<\/a><\/p>\n Board of Science Education, National Academies of Sciences, Engineering, Medicine<\/span><\/a><\/p>\n Online Learning Contact Nord<\/span><\/a><\/p>\n Cox, M. D. (2004). Introduction to faculty learning communities. <\/span>New Directions for Teaching and Learning, 97<\/span><\/i>, 5-23. DOI: 10.1002\/tl.129 \u00a0<\/span>http:\/\/rdcu.be\/xWsV\/<\/span><\/a><\/p>\n Faculty Learning Communities (FLC) are groups of faculty members, educators, and\/or staff, who choose to create a supportive, social, and academic space to share and discuss teaching and learning methods and ideas. This paper examines the design, organization, goals, and difficulties of FLCs and considers their importance in establishing mentorship roles for new faculty, building interdisciplinary and interdepartmental relationships, and creating a safe community, especially for at-risk and isolated educators. Further, the author distinguishes between two types of FLCs: Cohort FLC\u2019s which focus on the needs of the members, and Topic FLC\u2019s which are organized around a topic or subject.<\/span><\/p>\n Sadler, D. R. (2016). Three in-course assessment reforms to improve higher education learning outcomes. <\/span>Assessment & Evaluation in Higher Education<\/span><\/i>, <\/span>41<\/span><\/i>(7), 1081-1099. <\/span>http:\/\/www.tandfonline.com\/doi\/full\/10.1080\/02602938.2015.1064858<\/span><\/a><\/p>\n The relationship among competencies, learning outcomes, and assessment is the focus of this article, with practical recommendations to improve learning evaluation for post-secondary educators. Sadler suggests three approaches meant to ensure that assessment addresses both the summative context-learning and the transferrable higher order thinking skills. The reforms proposed include designing a multitude of highly specific assessment tasks, defining the minimum performance for passing, and refining the balance between formative and summative evaluation. Relevant examples illustrate each reform and are useful for course design and review to better align intended competencies, learning outcomes and the evaluation process.<\/span><\/p>\n Wheeler, L. B., Maeng, J. L., Chiu, J. L., & Bell, R. L. (2017). Do teaching assistants matter? Investigating relationships between teaching assistants and student outcomes in undergraduate science laboratory classes. <\/span>Journal of Research in Science Teaching, (4),<\/span><\/i> 463. <\/span>http:\/\/onlinelibrary.wiley.com\/doi\/10.1002\/tea.21373\/full<\/span><\/a><\/p>\n This paper argues that TAs play important roles in the quality of education students receive. It also outlines the importance of professional development (PD) and its impact on student learning. \u201cResults demonstrate that TAs\u2019 content knowledge improved following PD\u2026and students\u2019 content knowledge significantly improved across the semester\u201d (p. 463). The authors suggest professors should use the extensive literature on K-12 PD as it is applicable for higher education TAs. By focusing on PD that explores TAs beliefs, confidence, and practice, professors can help support their TAs\u2019 instructional practice, which subsequently supports their students\u2019 learning.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":" Science Education Literature If you want to learn more about the exciting world of Scholarship of Teaching and Learning, and its sub-discipline Science Education Research, you can start with the following online course: http:\/\/stemteachingcourse.org\/introduction\/about-course-1\/ The course draws on the expertise of experienced STEM faculty, educational researchers, and staff from university teaching centres. Many of them<\/p>\nActive Learning<\/h2>\n
Peer Learning<\/h2>\n
Problem Based Learning<\/h2>\n
Project Based Learning<\/h2>\n
Blended Learning<\/h2>\n
Creativity in STEM<\/h2>\n
Changing Motivation from Extrinsic to Intrinsic<\/h2>\n
Metacognitive Strategies (Learning to Learn)<\/h2>\n
Online Learning<\/h2>\n
MOOCs<\/h2>\n
Open Educational Resources (OER)<\/h2>\n
Gamification<\/h2>\n
Artificial Intelligence<\/h2>\n
Learning Analytics<\/h2>\n
Books<\/h2>\n
Resources<\/h2>\n
Faculty Learning Communities<\/h2>\n
Learning Outcomes<\/h2>\n
Teaching Assistants<\/h2>\n