This optional module is part of HSPED802 Optional modules.
About the Development Project
The development project is linked to the learning outcomes of UHPED802 which include: selecting, justifying, and developing learning activities, planning and conducting research-based teaching, and contributing to academic and pedagogical innovation. The model for implementing the project is anchored in principles from Scholarship of Teaching and Learning (SoTL) in higher education, which involve:
- An investigative approach to learning and teaching
- A focus on student learning
- Systematic development based on literature
- Collaborative exploration with students and/or colleagues
- Sharing and discussion within a collegial community
Examples of Projects
Projects may include testing and exploring new teaching and assessment methods, research-based teaching, developing and testing learning resources, development work related to practice, supervision, or various forms of online teaching. You may carry out the development project alone or in collaboration with colleagues. The project is supported by colleagues with basic competence and instructors in the introductory program in university pedagogy.
Learning Activities
- An online workshop 25.01.2024 from 09:00 to 13:00 where we work on SoTL and develop project ideas.
- Peer mentoring in groups at two different times where participants outline, present, and provide feedback on a project plan to peer mentors in interdisciplinary groups. All groups are linked to a university pedagogue who can be invited to the group.
- The opportunity to participate in a digital workshop on creating posters organized by the Medialab (April).
- An online closing conference with a poster session 30.05.2024 from 09:00 to 13:00
Presentation of the Development Project
Participate in an online poster presentation of the project at a “closing conference” (30.05.2024) and provide feedback on the projects of two colleagues. Participants who collaborate on a project may present the project together and submit a joint poster.
Participants completing the 80-hour module will also submit a 2000 word paper in FD10.
Assessment
Pass/Fail
Participation in all learning activities
Literature (for deeper exploration of SoTL)
- Felten, P. (2013). Principles of good practice in SoTL. Teaching and Learning Inquiry, 1 (1), 121-125.
- Healey, M., Matthews, K. E., & Cook-Sather, A. (2019) Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals. Teaching & Learning Inquiry, 7 (2), 28-50.
- Hubball, H., Pearson, M. L., & Clarke, A. (2013). SoTL inquiry in broader curricular and institutional contexts: Theoretical underpinnings and emerging trends. Teaching and Learning Inquiry, 1 (1), 41-57.
- Kern, B., Mettetal, G., Dixson, M., & Morgan, R. K. (2015). The role of SoTL in the academy: Upon the 25th anniversary of Boyer’s Scholarship Reconsidered. Journal of the Scholarship of Teaching and Learning, 1-14.
- Kirschner, F., Wijsman, L., & Meijerman, I. Utrecht Roadmap for Scholarship of Teaching and Learning (UR-SoTL).