Posts in Research
The Importance of Context: An Exploration of Factors Influencing the Adoption of Student-Centered Teaching Among Chemistry, Biology and Physics Faculty

This study examines departmental environment impacts that influence faculty adoption of evidence-based instructional practices in specific STEM fields (chemistry, biology, physics) at a single, large research university. 

Lund, T.J. & Stains, M. (2015). The important of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty. International Journal of STEM Education, 2(13). DOI 10.1186/s40594-015-0026-8

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Toward ‘Hybridised’ Faculty Development for the Twenty-First Century

This article highlights the benefits of communities of practice for faculty and the importance of leveraging both online and face-to-face interaction to maximize the impact of professional development. 

Brooks, C. (2010). Toward ‘hybridised’ faculty development for the twenty-first century: blending online communities of practice and face-to-face meetings in instructional and professional support programmes. Innovations in Education and Teaching International, 47(3), 261-270. DOI: 10.1080/14703297.2010.498177 

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Using Appreciative Inquiry

This article explores how one lecturer in higher education used an appreciative inquiry approach to enhance her teaching practice, including the positive impact strengths-based inquiry had on her planning for future enhancement of her teaching. 

Giles, D. & Kung, S. (2010). Using appreciative inquiry to explore professional practice of a lecturer in higher education: Moving towards a life-centric practice. Australian Journal of Adult Learning, 50(2), 208-322. 

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Online Teaching Practices and Appreciative Inquiry

This case study explores the use of appreciative inquiry in the online classroom and its relationship to adult learner motivation, engagement, and performance. The study indicated that using an appreciative inquiry approach has a positive impact on the learning environment regardless of discipline. 

Johnson, B.A. (2014). Transformation of online teaching practices through implementation of appreciative inquiry. Online Learning, 18(3), 1-21. 

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Active Learning Boosts Performance in STEM Courses

In this article from the Proceedings of the National Academy of Sciences, see how active learning significantly impacts student outcomes.

Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, Mary Pat Wenderoth. Proceedings of the National Academy of Sciences Jun 2014, 111 (23) 8410-8415; DOI: 10.1073/pnas.1319030111 

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Community of Practice Framework

This review examines the role that Wenger’s Community of Practice framework has played in online and blended learning research. 

Smith, S.U., Hayes, S., & Shea, P. (2017). A critical review of the use of Wenger's Community of Practice (CoP) theoretical framework in online and blended learning research, 2000-2014. Online Learning Journal, 21(1), 209-237. doi: 10.24059/olj.v21i1.963

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Communities of Practice and Social Learning Systems

An overview of the evolution of the Community of Practice framework developed by Wenger and Lave and its relationship to systems theory.

Wenger, E. (2010) Communities of practice and social learning systems: the career of a concept. In Blackmore, C. (Editor) Social Learning Systems and communities of practice. Springer Verlag and the Open University. 

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The Reflective Practitioner in Higher Education

This qualitative study examines a professional development and annual evaluation process that uses a reflection-based model for College of Education faculty. Interesting findings include the reported openness of the sample to find value in a peer feedback process rooted in reflective practice as a way to improve teaching. 

Wlodarsky, R.L. & Walters, H.D. (2006). The reflective practitioner in higher education: The nature and characteristics of reflective practice among teacher education faculty. National Forum of Teacher Education Journal, 16(3), 1-16. 

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Adult Students in Mixed-Age Postsecondary Classrooms

This journal articles examines the specific needs of adult learners and the implications for instructional approaches with a non-traditional student population. 

Panacci, A.G. (2017). Adult students in mixed-age postsecondary classrooms: Implications forinstructional approaches. College Quarterly, 20(2). 

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