Professor and Head, MA in Educational Leadership and Management
Royal Roads University
Vice Dean, Education
Duke-NUS Graduate Medical School Singapore
As instructors and facilitators of learning, we take the pulse of student learning at measured intervals and adjust the pace, breadth, and depth of our delivery accordingly. Many of us do this without further thought, as it has become second nature to our teaching practices and routines. But for those of us who are relatively new to teaching or have not made it a habit to look for signs of student learning and achievement, what is some of the useful evidence that could inform us about our student learning and mastery of learning outcomes? And how might we translate these evidences into good teaching practices and routines?
The theme of this year’s Faculty Learning Symposium, Evidence-informed practice: Action from the ground up, acknowledges the intimate relationship between teaching practices and evidence of student learning. In particular, it focuses our attention on what we, as facilitators of learning, do intuitively within a situated learning context and spurs us to more deeply reflect on, interrogate, and probe the evidence of student learning we gather and use to inform our routine practices.
During the symposium and workshops, our speakers and Associate Faculty Champions will share their experiences gathered from situated learning contexts, and the adjustments to their teaching practices and routines that they have made as a result, so that you may adopt, adapt, and experiment with your own teaching.
We hope this symposium will help you examine and better articulate your own teaching practice and philosophy as you embark on your journey of self-reflection and experimentation of your own professional practice.