Collaborative curricular (re)construction - Tracking faculty and student learning impacts and outcomes five years later
DOI :
https://doi.org/10.15173/ijsap.v2i2.3568Mots-clés :
students as partners, higher education, student learning, scholarship of teaching and learningRésumé
The Collaborative Curricular (re)Construction, or C3, was an initiative at Creighton University that paired faculty (academics) and students in a process of backward course design, in two cohorts, in the 2013/14 and 2014/15 academic years. Faculty/student pairs worked over the span of a year to redesign a course within their discipline; courses ranged from theory-, skill-, and laboratory-based courses. The study investigated four primary questions:
(1) Was C3 an effective tool for faculty development?
(2) Did students emerge from the C3 experience changed as learners?
(3) Did the course revisions result in increased student learning in subsequent course offerings?
(4) Did the effects of the C3 workgroup affect curriculum as well as the culture within the program or department?
Previous work has described the immediate impact to faculty and student; here, however, findings include the long-term impact on faculty and on student learning in the redesigned courses. Results conclude that even a brief faculty/student collaborative redesign experience has lasting impacts on student learning and, in several cases, on program-wide curriculum.
Téléchargements
Références
Angelo, T.A., & Cross, K.P. (1993). Classroom assessment techniques: A handbook for
college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.
Bielaczyc, K., & Collins, A. (1999). Learning communities in classrooms: A
reconceptualization of educational practice. In C.M. Reigeluth (Ed.).
Instructional-design theories and models. (pp. 269-292) Mahwah, NJ: Lawrence
Erlbaum. Retrieved from
Bovill, C., Cook‐Sather, A., & Felten, P. (2011). Students as co‐creators of teaching
approaches, course design, and curricula: Implications for academic developers. International Journal for Academic Development, 16(2), 133-145. Retrieved from
http://eprints.gla.ac.uk/54132/1/54132.pdf.
Cook-Sather, A., & Felten, P. (2017). Ethics of academic leadership: Guiding learning and
teaching. In F. Su & M. Wood (Eds.). Cosmopolitan perspectives on academic leadership in higher education. (pp. 175-191). London: Bloomsbury.
Cox, M.D. (2007-8). Developing the scholarship of teaching and learning using faculty
learning communities. POD Network News, 10-11. Retrieved from http://podnetwork.org/content/uploads/V19-N2-Cox.pdf.
Duda, G., & Danielson, M.A. (2015, October). Collaborative Curricular (re)Construction (C3): Engaging students in the process of course redesign. Presentation at the International Society for the Scholarship of Teaching and Learning annual meeting. Melbourne, Australia.
Fielding, M. (1999, September). Radical collegiality: Affirming teaching as an inclusive
professional practice. Paper presented at the British Educational Research Association Conference. Brighton, UK.
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership:
Students as partners in learning and teaching in higher education. York: Higher Education Academy.
Huber, M.T., & Hutchings, P. (2005). The advancement of learning: Building the
teaching commons. San Francisco, CA: Jossey-Bass.
Hutchings, P. (2005, January). Building pedagogical intelligence. Carnegie Perspectives. The Carnegie Foundation for the Advancement of Teaching. Retrieved from http://archive.carnegiefoundation.org/perspectives/building-pedagogical-intelligence.
Kuh, G. (2013, February). What matters to student success: The promise of high-impact
practices. Presented at the NMHEAR Conference. Albuquerque, NM. Retrieved from http://www.learningoutcomeassessment.org/Presentations/Kuh%202013%20New%20Mexico%20Assessment%20Conf%20HIPs%20afternoon%20session.pdf.
Marie, J., & McGowan, S. (2017). Moving towards sustainable outcomes in student
partnerships: Partnership values in the pilot year. International Journal for Students as Partners, 1(2), 1-15. Retrieved from https://mulpress.mcmaster.ca/ijsap/article/view/3081/2888.
Matthews, K.E. (2016). Students as partners as the future of student engagement.
Student Engagement in Higher Education Journal, 1(1), 1-5. Retrieved from https://journals.gre.ac.uk/index.php/raise/article/view/380/338.
Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P.,
Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1), 1-23. Retrieved from
https://mulpress.mcmaster.ca/ijsap/article/view/3119/2751.
Poole, M.S. (2012, November). Paradoxes of collaboration. Carroll C. Arnold.
Distinguished Lecture presented at the National Communication Associations Annual Meeting. Orlando, US.
White, D. (2010). Foreword. In K. Cushman. Fires in the mind: What kids can tell us
about motivation and mastery. (pp. ix-xi) San Francisco, CA: Jossey-Bass.
Wiggins, G., & McTighe, J. (2005). Understanding by Design. Alexandria, VA: Association
for Supervision & Curriculum Development.
Téléchargements
Fichiers supplémentaires
Publié-e
Comment citer
Numéro
Rubrique
Licence
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process - this applies to the submitted, accepted, and published versions of the manuscript. This can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).
