Enhancing Teaching and Learning through Analysis of a Reflective Assignment
Abstract
In the context of a mandated course revision, this session relates how a reflective assignment was used to evaluate a course. At the end of the semester, students in Cultural Issues: ESOL were asked to list and explain ten insights/tips for working with culturally and linguistically diverse students. Each insight/tip was followed by a rationale and the primary course activity which served as foundation for the tip. The written assignments of 49 students (32 graduates and 17 undergraduates), were analyzed in an effort to ascertain the following: Which course activities were most cited by students? Upon which course objectives and/or principles for teaching culturally and linguistically diverse students did students in the class draw in generating their ten tips? This SoTL activity, designed to improve teaching and learning, is an example of nontraditional evaluation that may be used in place of or in concert with more traditional forms such end course evaluations and anecdotal observations.
Location
Room 2911
Recommended Citation
Gilpin, Lorraine, "Enhancing Teaching and Learning through Analysis of a Reflective Assignment " (2012). SoTL Commons Conference. 42.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2012/42
Enhancing Teaching and Learning through Analysis of a Reflective Assignment
Room 2911
In the context of a mandated course revision, this session relates how a reflective assignment was used to evaluate a course. At the end of the semester, students in Cultural Issues: ESOL were asked to list and explain ten insights/tips for working with culturally and linguistically diverse students. Each insight/tip was followed by a rationale and the primary course activity which served as foundation for the tip. The written assignments of 49 students (32 graduates and 17 undergraduates), were analyzed in an effort to ascertain the following: Which course activities were most cited by students? Upon which course objectives and/or principles for teaching culturally and linguistically diverse students did students in the class draw in generating their ten tips? This SoTL activity, designed to improve teaching and learning, is an example of nontraditional evaluation that may be used in place of or in concert with more traditional forms such end course evaluations and anecdotal observations.
