Proposal Title

Gaining Student Perspective on the 3 E's: Education, Ecology, and eLearning!

Proposal Abstract

Providing meaningful academic experiences to reluctant students is challenging in today's classroom and requires thoughtful design and assessment. Three environmental sustainability-focused courses were redesigned using the SENCER (Science Education for New Civic Engagements and Responsibilities) approach to pedagogy. Emerging technologies and experiential learning opportunities helped learners connect course content to their daily decision-making processes. Using feedback from in-class questionnaires and online �Student Assessment of Learning Gains� (SALG) surveys, students demonstrated significant advancements related to their confidence in understanding core course concepts and responded favorably to the course redesigns. During this interactive session, participants will see examples of recent student civic engagement projects, learn about student perspectives by observing assessment results, and discuss how their own courses could be redesigned and assessed using similar approaches. Participants will leave with a set of strategies enabling them to further their professional goals related to the Scholarship of Teaching and Learning.

Location

Room 1220

Publication Type and Release Option

Presentation (Open Access)

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Mar 27th, 10:00 AM Mar 27th, 10:45 AM

Gaining Student Perspective on the 3 E's: Education, Ecology, and eLearning!

Room 1220

Providing meaningful academic experiences to reluctant students is challenging in today's classroom and requires thoughtful design and assessment. Three environmental sustainability-focused courses were redesigned using the SENCER (Science Education for New Civic Engagements and Responsibilities) approach to pedagogy. Emerging technologies and experiential learning opportunities helped learners connect course content to their daily decision-making processes. Using feedback from in-class questionnaires and online �Student Assessment of Learning Gains� (SALG) surveys, students demonstrated significant advancements related to their confidence in understanding core course concepts and responded favorably to the course redesigns. During this interactive session, participants will see examples of recent student civic engagement projects, learn about student perspectives by observing assessment results, and discuss how their own courses could be redesigned and assessed using similar approaches. Participants will leave with a set of strategies enabling them to further their professional goals related to the Scholarship of Teaching and Learning.