Presenters:
-
Jill Tomasson Goodwin (Faculty of Arts- Digital Arts Communication Specialization program)
-
Katherine Lithgow (Centre for Teaching Excellence)
-
Scott O’Neill (Marketing and Undergraduate Recruitment department)
-
Rhiannon Ball (Student in W2014 DAC 300 course)
During this presentation, we discussed how community-based learning and inquiry-based learning were integrated into a course to provide students with a rich learning experience. Jill Tomasson Goodwin worked with on-campus ‘community’ partner, (rather than off-campus one), to design a project where all students in her DAC 300 course, working in teams, researched and addressed the community partner’s real-world problem.
Jill along with her on-campus community partner, Scott O’Neill, and a student from her course, Rhiannon Ball, outlined their experiences and reflected on their own learning. Jill explained her reasons for incorporating high impact and experiential learning strategies what fundamental changes in teaching roles and assessment strategies were made. Scott explained why his office agreed to be a partner in the project, how the project supported student learning and what he and his staff learned from the students. Rhiannon shared how this course differed from other courses and how it impacted her learning experience.
Resources
-
Kuh, G. D. (2008). High-Impact Educational Practices: What They Are. Who Has Access to Them, and Why They Matter. Association of American Colleges and Universities.
-
Kuh, G. D. (2008). Excerpt from “High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter”. Association of American Colleges and Universities.
-
Kuh, G. D., O’Donnell, K., & Reed, S. (2013). Ensuring quality and taking high-impact practices to scale . Association of American Colleges and Universities.
-
Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. Educause learning initiative,1(2007), 1-12.