Capturing Experiential Learning in a Program by Curriculum Mapping

Like many higher education institutions, amplifying experiential learning (EL) is a priority for the University of Calgary. In order to capture the extent and complexity of EL that exists in an institution, it is crucial to have a common understanding of the concept. In 2018, the University of Calgary created the EL Working Group, tasked with creating a definition of EL and framework unique to our institutional context. One way to capture EL across a program of study is through curriculum mapping. By identifying where EL already exists, a group can determine current strengths as well as how to improve EL offerings in future. In the example provided in our paper, we show the results of one such mapping process and provide recommendations for others considering using this process for capturing EL across a program of study

Using Mental Health and Wellness as a Framework for Course Design

Mental health and wellness is a concern, not only for students, but for instructors in higher education as well. Course design can have a positive or negative impact on both student and instructor wellness, especially around stress and anxiety with assessments, workload, and due dates. Factors of course design such as policies and values, academic expectations, learning environment and learning experiences, student assessment, and reflection and resilience can play an important role in supporting wellness. In this paper we provide examples of how each factor can affect wellness, and offer questions that an instructor can consider when designing a course with wellness in mind.

Face-to-face and Online Learning Communities and Their Effect on Deep and Surface Approaches to Learning

The purpose of the study was to investigate the role of the face-to-face and online learning community in supporting participants’ approaches to learning in a blended faculty development program in higher education. Theoretical frameworks used to frame the study were the Community of Inquiry model (Garrison, Anderson & Archer, 2000) and deep and surface approaches to learning (Marton & Saljo, 1976a; Entwistle & Waterston, 1988). The research was conducted as a case study using mixed methods procedures. Data were collected through pre- and post-workshop surveys, interviews, observations, and online discussions. The findings from the study suggested that participants demonstrated a deep approach to learning by gaining a considerable amount of learning, by being highly interested or engaged in the learning process, by applying the learning to their own context, through their desire to excel or improve, by making connections, by being reflective, and by having a sense of satisfaction or confidence. Participants showed a surface approach to learning through low participation in some activities, by barely meeting requirements in some learning tasks, and by forgetting some concepts quickly. The face-to-face learning community appeared to facilitate a deep approach to learning by clarifying or reinforcing concepts, generating ideas, promoting feelings of connection between participants, and inspiring people to do their best work. The online learning community appeared to encourage a deep approach to learning in slightly different ways, such as helping to generate ideas, promoting critical thinking, promoting reflection, encouraging equitable participation, and by impacting the face-to-face learning. Social, cognitive, and teaching presences were documented to occur in the face-to-face learning environment, and each of these presences played a role in encouraging a deep approach to learning by workshop participants. One factor potentially related to a surface approach to learning: the theme, discouraged involvement, was associated with social and cognitive presences. All three presences, social, cognitive, and teaching, also occurred in the online learning environment, where they tended to promote a deep approach to learning. Implications of the study are that both the online and face-to-face learning communities played an important role in fostering a deep approach to learning for workshop participants, and that the online and face-to-face learning communities offered unique learning benefits to learners