Zobrazeno 1 - 10
of 14
pro vyhledávání: '"Lisa McKendrick"'
Autor:
Bryn Keogh, Lorelli Nowell, Eleftheria Laios, Lisa McKendrick-Calder, Whitney Lucas Molitor, Kerry Wilbur
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 12 (2024)
There has been a call to amplify the scholarship of teaching and learning (SoTL) and expand its reach by engaging with audiences outside the academy. In this paper, we share our journey in crossing disciplinary boundaries and creating a SoTL-informed
Externí odkaz:
https://doaj.org/article/e726a19d83d343f88bf6cc0421fb7fc5
Autor:
Lorelli Nowell, Bryn Keogh, Eleftheria Laios, Lisa Mckendrick‐Calder, Whitney Lucas Molitor, Kerry Wilbur
Publikováno v:
Health Expectations, Vol 27, Iss 1, Pp n/a-n/a (2024)
Abstract Background An often‐hidden element in healthcare students' education is the pedagogy of public involvement, yet public participation can result in deep learning for students with positive impacts on the public who participate. Objective Th
Externí odkaz:
https://doaj.org/article/72470c8cfdfc47ca8d9755f7e7ec6a3d
Publikováno v:
Quality Advancement in Nursing Education, Vol 10, Iss 1 (2024)
Externí odkaz:
https://doaj.org/article/b911592e83dd4fe0a5e60acce3a80c97
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 11 (2023)
This project aimed to better understand the impact and student experience of an innovative teaching strategy focused on information literacy (IL) for first-year undergraduate nursing students. Information literacy (IL) involves the development of a s
Externí odkaz:
https://doaj.org/article/c56923a2e6264fa4b0a53c9c04ebeaa4
Autor:
Jennifer Hill, Kathy Berlin, Julia Choate, Lisa Cravens-Brown, Lisa McKendrick-Calder, Susan Smith
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 11 (2023)
Understanding the emotions experienced by higher education instructors related to assessment feedback, how instructors understand student emotions, and how instructors might manage these emotions positively, can help to secure the educational benefit
Externí odkaz:
https://doaj.org/article/4aec8557eadb427c926f90a2621649a9
Autor:
Jennifer Hill, Kathy Berlin, Julia Choate, Lisa Cravens-Brown, Lisa McKendrick-Calder, Susan Smith
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 9, Iss 2 (2021)
Assessment feedback should be an integral part of learning in higher education, but students can find this process emotionally and cognitively challenging. Instructors need to consider how to manage students’ responses to feedback so that students
Externí odkaz:
https://doaj.org/article/fa60e3e961b84e10b8ad1dbaaccb21b9
Autor:
Jennifer Hill, Kathy Berlin, Julia Choate, Lisa Cravens-Brown, Lisa McKendrick-Calder, Susan Smith
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 9, Iss 1 (2021)
Summative assessments tend to be viewed as high-stakes episodes by students, directly exposing their capabilities as learners. As such, receiving feedback is likely to evoke a variety of emotions that may interact with cognitive engagement and hence
Externí odkaz:
https://doaj.org/article/88e0e1588bff416aa2c940f13832500d
Publikováno v:
International Journal for Human Caring. 25:186-193
The mental health needs of post-secondary students have been steadily increasing. Educators, particularly those who work in caring disciplines like the social and health sciences, are often compelled to assist students with their mental health, but m
Autor:
Julia Choate, Jennifer Hill, Lisa McKendrick-Calder, Susan Smith, Kathy Berlin, Lisa Cravens-Brown
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 9, Iss 2 (2021)
Assessment feedback should be an integral part of learning in higher education, but students can find this process emotionally and cognitively challenging. Instructors need to consider how to manage students’ responses to feedback so that students
Publikováno v:
BMJ Simul Technol Enhanc Learn
BackgroundSimulation places multiple simultaneous demands on participants. It is well documented in the literature that many participants feel performance stress, anxiety or other emotions while participating in simulation activities. These feelings