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How Do I Know If They Learned Anything? Evidence-Based Learning and Reflective Teaching in a First-Year Learning Community
Becker, Jill K. Olcott, Alison
Becker, Jill K.
Olcott, Alison
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Abstract
This case study illustrates the application of O’Brien’s (2008) Scholarship of Teaching and Learning (SoTL) Compass in the revision of curriculum to improve student learning in a first-year student Learning Community at the University of Kansas (KU). This linked course Learning Community consists of a first-year orientation seminar taught by a librarian and a first-year Geology course taught by a Geology professor. Learning Communities at KU are designed to provide first-year students with high-impact educational experiences (Kuh, 2008), including experiential learning, teamwork and problem-solving, as well as teaching students information literacy skills. These goals are met through an integrated assignment that assesses the transfer of skills, connection to experience and discipline, teamwork, reflection, self-assessment, and the application of information literacy skills.
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Date
2019
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American Library Association
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Keywords
Information literacy, Learning community, Learning communities, Scholarship of teaching and learning, SoTL, Assessment, First-year experience, High-impact practices, High-impact educational experiences, Integrated learning
Citation
Becker, J. K., & Olcott, A. (2019). How Do I Know if They Learned Anything? Evidence-Based Learning and Reflective Teaching in a First-Year Learning Community. In M. Mallon, L. Hays, C. Bradley, R. Huisman, & J. Belanger (Eds.), The Grounded Instruction Librarian: Participating in the Scholarship of Teaching and Learning (pp. 233-241). Chicago, IL: Association of College & Research Libraries (ACRL).