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ERIC Number: EJ1135081
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1079-0195
EISSN: N/A
Echoes of Student Learning Modes in the Learning Processes of STEM Faculty: The LASSI Provides Themes for Faculty Development
Bratt, Kirstin Ruth; Sundheim, Nancy Kay; Pound, Kate S.; Rogers, Michael Edward
Journal of College Reading and Learning, v47 n2 p123-142 2017
This research documents educator responses while learning and implementing a new pedagogy. In our analysis of our own written reflections, we found the ten LASSI scales, normally used to look at student learning, became, for us, themes that emerged from faculty learning as well. The value of peer support for learning, and the balance of skill, will, and self-regulation in the learning processes of faculty, became clear through our self-analysis. Effective instruction includes an ongoing learning process on the part of faculty, and yet the demands on our time and resources as faculty are always high. Identifying and strengthening responses while learning and implementing new pedagogical methods can help over-burdened educators become more efficacious in their work.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Learning and Study Strategies Inventory
Grant or Contract Numbers: N/A