What Works in the Architecture Studio? Five Strategies for Optimising Student Learning

2020 ◽  
Vol 39 (3) ◽  
pp. 550-564 ◽  
Author(s):  
Rebecca McLaughlan ◽  
Ishita Chatterjee
Keyword(s):  
Student Learning ◽  
What Works

Evidence: From Surveys

2018 ◽  
Author(s):  
Jacqueline M. Dewar
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Research Question ◽  
Reliability And Validity ◽  
Scholarship Of Teaching ◽  
What Works ◽  
Science Technology ◽  
Course Material ◽  
And Mathematics ◽  
Knowledge Survey

Chapter 5 describes the use of surveys in scholarship of teaching and learning (SoTL) studies. Topics include how to design a survey, the reliability and validity of surveys, and response rates and how to improve them. The chapter also includes a detailed discussion of a special type of survey called a knowledge survey that is used to measure students’ confidence in their knowledge of disciplinary content. Multiple uses for knowledge surveys are described: a means to assess changes in student learning, a way to improve course organization and coordination across multiple sections, and as guide through the course material for students. The importance of a survey being a good match for the type of research question—What works? What is? What could be?—is emphasized. Many examples are given of studies of student learning in science, technology, engineering, and mathematics (STEM) fields that employed surveys.

Postcards from the edge: a journey of transition from art librarian to educational developer

2017 ◽  
Vol 42 (2) ◽  
pp. 63-65
Author(s):  
Annamarie McKie
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Learning Support ◽  
What Works ◽  
The Right

In reflecting upon my own transition from art librarian to academic developer, I can strongly relate to my library colleague's frustration in terms of espousing ‘what works’, with ‘earning the right to be heard’. We know we need to move beyond deficit models of learning support which are not practically, pedagogically or ethically supportable. But, we are compromised in this quest by traditional perceptions of the librarian and academic developer role, which do not always position us as equal with our academic partners or as a key partner in the student learning process.

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

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