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Abstract

The continual improvement of post-secondary education (PSE) in Canada requires at least three important elements: (1) an understanding of the forms that good teaching takes, with a focus on how these forms differ from one academic discipline to the next; (2) the use of well-collected data to inform decisions regarding constructive change, and (3) ready access to the collective body of knowledge about post-secondary teaching and learning produced across disciplines and institutions. Here, we examine these three elements, first by applying the notion of “signature pedagogies” to help understand the ways teaching differs among disciplines. Then, from institutional and national perspectives, we explore ways in which the benefit of research on the effectiveness of these pedagogies can be maximized.

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