Abstract
This session will describe a faculty member's process of revising the teaching of a senior capstone course in education. The objective of the course redesign was to better engage students and push them to critically examine their discipline and then apply this authentic disciplinary knowledge. Research was then conducted on the pedagogical process to determine the success of the new course design in achieving its objectives. The research project documented: how the authentic disciplinary practices were taught to students; student attitudes toward the knowledge gained; and how the students subsequently put this knowledge into practice. Results and implications for further revision of the course based on the evidence gathered will be shared. The audience will be asked to share examples from their own teaching practice of how this model of evidence-based research into the improvement of teaching effectiveness and student learning outcomes might be applied in other disciplines.
Location
Room 2905 A/B
Recommended Citation
Ragland, Rachel G., "Re-Conceptualizing Teaching to Engage Students with Authentic Disciplinary Practices" (2007). SoTL Commons Conference. 22.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2007/22
Re-Conceptualizing Teaching to Engage Students with Authentic Disciplinary Practices
Room 2905 A/B
This session will describe a faculty member's process of revising the teaching of a senior capstone course in education. The objective of the course redesign was to better engage students and push them to critically examine their discipline and then apply this authentic disciplinary knowledge. Research was then conducted on the pedagogical process to determine the success of the new course design in achieving its objectives. The research project documented: how the authentic disciplinary practices were taught to students; student attitudes toward the knowledge gained; and how the students subsequently put this knowledge into practice. Results and implications for further revision of the course based on the evidence gathered will be shared. The audience will be asked to share examples from their own teaching practice of how this model of evidence-based research into the improvement of teaching effectiveness and student learning outcomes might be applied in other disciplines.
