This article documents a scholarship of teaching and learning project designed to help literature students cultivate the core disciplinary skill of reading for complexity. We offer a close reading of student responses from a collaboratively designed lesson to understand what happens when students read complex texts in introductory literature courses.
In the recent past, higher education did not commonly address pedagogical practices of college faculty (Boyer 1990). Universities assumed that faculty members could effectively teach in their area of expertise and that knowledge of a subject matter would translate into good teaching. However, scholars of teaching and learning began to emphasize the need to identify best practices. When presenting best practices at national and international conferences focused on pedagogy, many administrators and instructors in higher education took notice (Hutchings, Huber, and Ciccone 2011). In response, during the last three decades, centers for teaching and learning appeared across the country. These centers, with names such as "center for teaching excellence," "teaching enhancement center," or "the center for teaching and learning," all focus on the same goal: train faculty to be more effective teachers, and in turn improve student learning. Through these centers faculty members:• obtain peer-review assessments, • learn how to align classroom goals with course assessments, • partner with a mentor or more senior faculty member on campus for continued guidance on their teaching, • obtain training on how to teach online and other nontraditional contexts, and • discuss specific challenges they face in the classroom.In addition to serving as catalysts for best practices in teaching, centers ideally promote a more scholarly approach to teaching, one that encourages faculty to use the methodology most appropriate for their disciplines to promote student learning. A campus teaching and learning center is a key tool in communicating and promoting the use of SoTL (Scholarship of Teaching NEW DIRECTIONS FOR TEACHING AND LEARNING, no. 136, Winter 2013
This study provides insight into technology-enhanced assessment (TEA) in diverse higher education contexts. The effectiveness of using technology for assessment in higher education is still equivocal, particularly in regard to evidence of improvements in student learning. This empirical research explores the affordances that technology offers to assessment for transforming student learning. A systematic literature review, guided by an analytic survey tool, was used to identify and interrogate recent scholarly articles published in 19 international journals. From a total of 1713 articles, 139 articles were identified as being focused on the use of technology for assessment. The analytic tool guided the rigorous exploration of the literature regarding the types of technology being used, the educational goal, the type of assessment, and the degree of "transformation" afforded by the technology. Results showed that, in the sample investigated, TEA is used most frequently for formative peer learning, as part of the task design and feedback stages of the assessment cycle, and that social media has been a major affordance for this. Results are discussed with a view to fostering a future culture of inquiry and scholarship around TEA in higher education.
This study provides insight into technology-enhanced assessment (TEA) in diverse higher education contexts. The effectiveness of using technology for assessment in higher education is still equivocal, particularly in regard to evidence of improvements in student learning. This empirical research explores the affordances that technology offers to assessment for transforming student learning. A systematic literature review, guided by an analytic survey tool, was used to identify and interrogate recent scholarly articles published in 19 international journals. From a total of 1713 articles, 139 articles were identified as being focused on the use of technology for assessment. The analytic tool guided the rigorous exploration of the literature regarding the types of technology being used, the educational goal, the type of assessment, and the degree of "transformation" afforded by the technology. Results showed that, in the sample investigated, TEA is used most frequently for formative peer learning, as part of the task design and feedback stages of the assessment cycle, and that social media has been a major affordance for this. Results are discussed with a view to fostering a future culture of inquiry and scholarship around TEA in higher education.
This study provides insight into technology-enhanced assessment (TEA) in diverse higher education contexts. The effectiveness of using technology for assessment in higher education is still equivocal, particularly in regard to evidence of improvements in student learning. This empirical research explores the affordances that technology offers to assessment for transforming student learning. A systematic literature review, guided by an analytic survey tool, was used to identify and interrogate recent scholarly articles published in 19 international journals. From a total of 1713 articles, 139 articles were identified as being focused on the use of technology for assessment. The analytic tool guided the rigorous exploration of the literature regarding the types of technology being used, the educational goal, the type of assessment, and the degree of "transformation" afforded by the technology. Results showed that, in the sample investigated, TEA is used most frequently for formative peer learning, as part of the task design and feedback stages of the assessment cycle, and that social media has been a major affordance for this. Results are discussed with a view to fostering a future culture of inquiry and scholarship around TEA in higher education.
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