The Scholarship of Teaching and Learning (SoTL) at Renaissance College (University of New Brunswick): A Case Study of SoTL at the Faculty Level

Mengel, Thomas

doi:10.1002/tl.20185

Cited by 2 publications

(1 citation statement)

References 7 publications

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“…The BIS program is a degree completion program for mature learners, offered mostly online and jointly with the College of Extended Learning (CEL 2018). This case study and reflection are set particularly in the context of RC’s tradition of holding ourselves accountable for our teaching and learning approaches and practices (Mengel 2016; Mengel and Tantawy 2018; Zundel and Mengel 2007).…”

Section: Outcomes and Assessment In The Bachelor Of Integrated Studiementioning

confidence: 99%

Learning Portfolios as Means of Evaluating Futures Learning: A Case Study at Renaissance College

Mengel

2019

World Futures Review

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This article evaluates a particular classroom improvement project. It contributes to answering three questions: (1) Does adding the (personal) futures perspective to our course change how learners think about and plan for the future? (2) Does an integrated learning portfolio help evaluating learners’ foresight capacity? (3) How can we know the answers to questions 1 and 2? I use the case study approach—describing our “teach the future” experience within an undergraduate course at a Canadian University—and a (computer aided) content analysis to evaluate the effectiveness of adding core elements of (personal) futures learning to an existing course. The results will be of interest to others who wonder whether “teaching the future” makes a difference in building foresight capacity. In particular, readers can glean the potential value of learning portfolios for this purpose. First, I describe the case study and how futures learning fits into this context. Second, I provide an overview of the course “RCLP 3030 Integrated Learning Portfolio” including the course outcomes, assessment, and futures-related content. Third, I describe the actual run of the course and how learners engaged with the material; this includes learners’ contributions to the online discussions that will help evaluate the learning that takes place and the effectiveness of the course design. Fourth, with the help of computer-aided content analysis I analyze the learning portfolio submissions of all learners at the end of the course. Fifth, I provide an evaluation summary, discuss next steps, and offer recommendations of general interest.

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Section: Outcomes and Assessment In The Bachelor Of Integrated Studiementioning

confidence: 99%

Learning Portfolios as Means of Evaluating Futures Learning: A Case Study at Renaissance College

Mengel

2019

World Futures Review

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Overcoming Challenges to Impactful SoTL

Fukuzawa

Ashbourne

Rawle

2020

Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL)

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In order for teaching and learning to improve throughout an institution, the Scholarship of Teaching and Learning (SoTL) must be valued within institutional culture and contribute to the scholarly identity of researchers. This chapter emphasizes some of the challenges for SoTL researchers, whether educational developers or faculty members, to consider as they begin their foray into educational research. SoTL challenges are divided into four inter-related themes: (1) scholarly identity, (2) institutional challenges, (3) accessing and searching the SoTL literature, and (4) conducting SoTL research (SoTL research design, methodology, funding and time commitments, and ethical considerations). The chapter includes a series of opportunities and resources to help SoTL researchers reframe these challenges into opportunities for their institutions.

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The Scholarship of Teaching and Learning (SoTL) at Renaissance College (University of New Brunswick): A Case Study of SoTL at the Faculty Level

Abstract: This chapter presents the case study of Renaissance College at the University of New Brunswick, discussing the faculty's achievements, challenges, and outlook for the future in the context of the scholarship of teaching and learning in Canada.

Cited by 2 publications

References 7 publications

Learning Portfolios as Means of Evaluating Futures Learning: A Case Study at Renaissance College

Learning Portfolios as Means of Evaluating Futures Learning: A Case Study at Renaissance College

Overcoming Challenges to Impactful SoTL

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