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Salter, Diane J.; Rushe, Shannon E. – Collected Essays on Learning and Teaching, 2020
This paper describes the oral assessment activity we designed and used as a culminating activity for faculty participants in a professional academic development program. The program offers multiple certificates, and the goal of each certificate is to enhance participants' abilities to design and deliver exceptional student learning experiences. We…
Descriptors: Verbal Tests, Faculty Development, Formative Evaluation, Summative Evaluation
Endersby, Lisa; Maheux-Pelletier, Geneviève – Collected Essays on Learning and Teaching, 2020
The definition of experiential education (EE) has both pedagogical and practical implications for higher education institutions. While there is increasing pressure to justify and quantify these experiences, we remain faced with the challenge of ensuring that a demonstration of breadth does not distract from the importance of meaningful depth both…
Descriptors: Teaching Methods, Experiential Learning, Higher Education, Foreign Countries
Dukewich, Kristie R.; Vossen, Deborah P. – Collected Essays on Learning and Teaching, 2015
Writing-to-learn involves the use of low-stakes informal writing activities intended to help students reflect on concepts or ideas presented in a course. Writing-to-learn can be a flexible and effective tool to help students understand and engage with course concepts, and past research has shown that writing-to-learn activities can substantially…
Descriptors: Writing Assignments, Writing (Composition), Reflection, Journal Writing
Frost, Gail; Connolly, Maureen – Collected Essays on Learning and Teaching, 2015
This qualitative study examined fourth-year undergraduate students' responses to reflective writing prompts and journal entries related to their practical experiences in two capstone courses, both based in SBL/PBL pedagogies. We examined their "strategic" approaches to learning that make engagement with subject matter and learning…
Descriptors: College Seniors, Service Learning, Problem Based Learning, Reflection
Watson, Gavan Peter Longley; Kenny, Natasha – Collected Essays on Learning and Teaching, 2014
Critical reflection is a highly valued and widely applied learning approach in higher education. There are many benefits associated with engaging in critical reflection, and it is often integrated into the design of graduate level courses on university teaching as a life-long learning strategy to help ensure that learners build their capacity as…
Descriptors: Graduate Students, Critical Thinking, Reflection, Foreign Countries