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Transparency and Expectations for Students Background Dr. William Bridel is a professor at the University of Calgary in the Faculty of Kinesiology. He teaches KNES 244 and 344, required courses for kinesiology students that focus on the socio-cultu (More)
Authentic Learning Experiences  “Students can bring together a huge number of the things they have learned throughout their undergraduate program to produce one piece of software that they can be really proud of and that they can show off when tr (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)
Discipline Specific 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 (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)
Facilitating peer-assessment opportunities  "They can give a lot more individually than I can 20 times over. And they get good at it too."- Patti Dyjur Background Educational Research 679 is a graduate level course that focuses on educational tec (More)
Self-Regulation and Academic Integrity   “[Students] were able to say how their learning throughout the course had been connected, but also how it connected to other stuff, whether it was their personal engagement in the community, their discipl (More)