Learning Outcomes Aren’t All Bad

A recent post to the Higher Education Quality Council of Ontario (HEQCO) blog got me thinking again about the role that learning outcomes have played in my own professional development as a teacher, and about some of the reasons why learning outcomes can get a bad rap among professors. There are some fair reasons why […]

Blended Learning and Student Engagement: Findings from an Ontario Study

In fall, 2014, the Higher Education Quality Council of Ontario (HEQCO) published findings from a Queen’s University study in which three models of delivery in large undergraduate lectures were compared (Leger et al., 2014). Findings showed that student engagement could be enhanced by a “flipped model,” wherein class lectures are viewed online, and students spend […]

Do We Teach Disciplines, or Teach Students?

Over the 2014 holidays, a New York Times education feature highlighted the need for more “active learning” strategies in introductory math and science classes (Pérez-Peña, 2014). Despite ample evidence that lectures are of limited value as teaching strategies, states the article, “the norm in college classes – especially big introductory science and math classes, which […]