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Discipline-Specific Assessment Methods “Experiential learning leads to a multi-dimensional sense of learning. A lot of that happens outside of [students’] comfort zones” –Dr. Lisa Stowe Background Dr. Lisa Stowe believes that the Communica (More)
 Course demographics Who are your typical students? The course is open to all undergraduate students. There is usually a mix of French majors and minors in their first year, students fulfilling a language requirement, and others taking the cla (More)
How students' math and gender identities impact their group work  Working in groups can provide social and academic benefits for students, however, these opportunities are not always equally distributed among all group members. Research suggest (More)
Continuous Process of Assessment “Students need to have the ability to make mistakes and get things wrong…and not have it affect their grades. It’s a learning process.” – Dr. Ken MacMillan Background It can be difficult to give students (More)
Student Choice in Assessment “I am asking [the students] to join me in learning together” – Sharaz Khan Background Every student learns differently. Certain methods of assessment work well for some students, but not for others. Allowing stud (More)
Examining the complexities of small-group collaboration and discussion Small-group inquiry - where students collaborate and explore phenomena together – is an increasingly common pedagogical strategy in the classroom. How students operate in t (More)
Peer Feedback and Collaboration “Everything we do is for the students and for their learning and development” -Norm Althouse Background Group projects are a great way to develop communication and teamwork skills in students, but they can be di (More)
Balancing Formative and Summative Assessment “I try to keep things as low stakes as possible, so they have the opportunity to try and to get things wrong” - Dr. Jason Donev Background Dr. Jason Donev is a Senior Instructor in the department of (More)
Authentic Assessment Methods "Students get so much out of this experience. They tell me 'This class is resume gold.' " -Dr. Denis Onen Background ENEL 400: Electrical Engineering Design and Technical Communications is a design course for third yea (More)
Using Learning Outcomes in Assessment Background The department of psychology at the University of Calgary has a set of specific program learning outcomes (PLOs). Students need to achieve these outcomes at a high level in order to complete their (More)
Authentic Learning Experiences Background Consumer Psychology (PSYC 495) is a course that Dr. Melissa Boyce introduced to the University of Calgary a few years ago. It explores different aspects of consumerism and how buying and purchasing products (More)
Student Choice in Assessment “Anything that students in our faculty end up striving to do after undergrad connects to leadership” – Dr. Cari Din Background Dr. Cari Din is a dedicated and passionate instructor in the Faculty of Kinesiology. (More)
Culture Shift in Assessment “It’s a really powerful assessment tool because they’re doing a lot of learning from the assessment.” - Dr. Kyla Flanagan Background How do you make second year university students excited about BioStatistics? T (More)