{"id":17,"date":"2016-10-18T09:50:42","date_gmt":"2016-10-18T16:50:42","guid":{"rendered":"http:\/\/create.twu.ca\/inquiry\/?page_id=17"},"modified":"2016-10-20T13:00:51","modified_gmt":"2016-10-20T20:00:51","slug":"guide-to-course-approval","status":"publish","type":"page","link":"https:\/\/create.twu.ca\/inquiry\/guide-to-course-approval\/","title":{"rendered":"Guide to Core Course Approval"},"content":{"rendered":"<p><em>The following question and answer guide was designed to support TWU faculty in revising courses intended to be part of the new core.\u00a0 <\/em><\/p>\n<h3>Criterion 1:\u00a0 Way of Knowing \u2013 Course Description<\/h3>\n<p>How do I show the intention to develop the way of knowing in my course description and show that this is the primary intent of the course?<\/p>\n<div class=\"arconix-toggle-wrap\"><div class=\"arconix-toggle-title toggle-closed\"><i class='fa fa-plus-square'><\/i>&lt;strong&gt;Intention to develop the Way of Knowing in my Course Description<\/div><div class=\"arconix-toggle-content\"> <\/strong><\/p>\n<p>Below are examples of sentences that show the intent to develop the Way of Knowing in a course description.<\/p>\n<ul>\n<li><em>Students are invited into understanding and using the discipline of sociology as a mode of inquiry.<\/em><\/li>\n<li><em>Students develop confidence in using the scientific method and lab processes.<\/em><\/li>\n<li><em>Students are provided with the opportunity to use the historical method, including primary sources, to understand and write accounts of the past.\u00a0 <\/em><\/li>\n<\/ul>\n<\/div><\/div>\n<div class=\"arconix-toggle-wrap\"><div class=\"arconix-toggle-title toggle-closed\"><i class='fa fa-plus-square'><\/i>&lt;strong&gt;Primary intent of the course fits within the Way of Knowing<\/div><div class=\"arconix-toggle-content\"><\/strong><\/p>\n<p>Ensure the description of the course goes beyond content to include \u2018way of knowing\u2019 processes and the opportunity for personal inquiry.<\/p>\n<p>You could also include some essential or guiding questions of the discipline in the course description and describe how students will be invited into these over-arching discipline questions. Inquiry is question driven, rather than topic driven.<\/p>\n<\/div><\/div>\n<h3><\/h3>\n<p>&nbsp;<\/p>\n<h3>Criterion 2:\u00a0 Way of Knowing \u2013 Course Learning Outcomes<\/h3>\n<p>How do I write learning outcomes that demonstrate the opportunity to develop the way of knowing?<\/p>\n<div class=\"arconix-toggle-wrap\"><div class=\"arconix-toggle-title toggle-closed\"><i class='fa fa-plus-square'><\/i>&lt;strong&gt;Use the Revised Blooms Taxonomy to Develop Learning Outcomes<\/div><div class=\"arconix-toggle-content\"><\/strong><\/p>\n<p>Inquiry is a process requiring students to move through most levels of Blooms Taxonomy.\u00a0 Therefore, your course learning outcomes should show evidence that the student is being brought through the full taxonomy.<\/p>\n<p>Common inquiry verbs for beginning learning outcomes include the following:<\/p>\n<ul>\n<li>Gather evidence\u2026<\/li>\n<li>Investigate<\/li>\n<li>Analyze<\/li>\n<li>Interpret<\/li>\n<li>Hypothesize<\/li>\n<li>Construct<\/li>\n<li>Formulate<\/li>\n<li>Design<\/li>\n<li>Create<\/li>\n<li>Evaluate<\/li>\n<\/ul>\n<p>It is very appropriate to have learning outcomes that build foundational remembering and understanding, but inquiry learning outcomes should also show opportunities for applying, analysing, evaluating, reflecting and creating.<\/p>\n<p>The TWU Learning Outcome categories are helpful in considering the opportunities you have for these kinds of outcomes. If your learning outcomes are mapped to the categories, you will find that you are using Bloom\u2019s Taxonomy.\u00a0 If all of your outcomes are mapped to knowledge and its application, you are probably not using an inquiry approach.<\/p>\n<p>See the Revised Bloom\u2019s Taxonomy Verbs, below, as a resource.<\/p>\n<\/div><\/div>\n<h3><\/h3>\n<p>&nbsp;<\/p>\n<h3>Criterion 3: Inquiry-Based Learning \u2013 Pedagogy and Methodology<\/h3>\n<p>How do I show that my course design supports a learner- or learning-centred inquiry approach?<\/p>\n<div class=\"arconix-toggle-wrap\"><div class=\"arconix-toggle-title toggle-closed\"><i class='fa fa-plus-square'><\/i>&lt;strong&gt;Embed&lt;\/strong&gt; &lt;strong&gt;Characteristics of Inquiry Based Pedagogy and Methodology<\/div><div class=\"arconix-toggle-content\"><\/strong><\/p>\n<p>The following are common characteristics<span title='Many of the above features are taken from, Interweaving Curriculum and Classroom Assessment (Drake, Reid, Kolohon, 2013) and Inquiry-Based Learning for Faculty and Institutional Development (Blessinger &amp; Carfora, Eds., 2014).' class='inline-footnote' style=''>1<span class='footnoteContent' style='display:none;'>Many of the above features are taken from, <em>Interweaving Curriculum and Classroom Assessment <\/em>(Drake, Reid, Kolohon, 2013) and <em>Inquiry-Based Learning for Faculty and Institutional Development (Blessinger &amp; Carfora, Eds., 2014).<\/em><\/span><\/span> of inquiry based approaches to pedagogy\/methodology:<\/p>\n<ul>\n<li><strong>Inquiry\/Question Driven<\/strong>\u2013 Students are encouraged to ask and explore meaningful questions through an in-depth inquiry.\u00a0\u00a0 The curriculum is question driven rather than topic driven.\u00a0 Students are coached to ask their own personal, but high quality, researchable questions.<\/li>\n<li><strong>Student voice<\/strong> \u2013 Students share the results of deep learning with each other, the community, and\/or online.<\/li>\n<li><strong>Audience <\/strong>\u2013 Students craft their messages appropriately for an appropriate, authentic target audience, and are coached in how to do this.<\/li>\n<li><strong>Community<\/strong>&#8211; Students collaborate with others on projects that matter.<\/li>\n<li><strong>Leadership<\/strong> \u2013 Students are given opportunities to lead the learning.<\/li>\n<li><strong>Exploration and Investigation<\/strong> \u2013 Students are encouraged to experiment, problem solve, design and create, using a model of inquiry suitable to the discipline or way of knowing.<\/li>\n<li><strong>Technology<\/strong> \u2013 Students use a wide variety of media and technology to learn.<\/li>\n<li><strong>Contextualized and Situated<\/strong> \u2013 in situ learning, field learning, service learning, case studies.<\/li>\n<li><strong>Challenge, Rigor with Structure and Support<\/strong> \u2013 Professors make decisions about the appropriate balance of challenge and rigor, as well as, necessary structure and support, selecting from a wide variety of teaching strategies.<\/li>\n<li><strong>Co-design<\/strong> \u2013 Students co-design the learning experience with professors.<\/li>\n<li><strong>Interdisciplinarity and Transdisciplinarity<\/strong> \u2013 Students are encouraged to make connections across disciplines or collaborate across disciplines to solve transdisciplinary questions or explore transdisciplinary questions and problems.<\/li>\n<li><strong>Student engagement &#8211;<\/strong> Professors often choose a resonating theme, \u00a0question or problem to trigger the learning.<\/li>\n<li><strong>Competency emphasis<\/strong> &#8211; Inquiry competencies are intentionally built along side content to support understanding and communication of learning.<\/li>\n<li><strong>Instructor Modeling<\/strong> &#8211;\u00a0 Students draw on the expertise of the instructor and the instructor intentionally models the way of knowing, describing their own metacognitive processes, and inviting learners into the process.\u00a0 Content becomes a vehicle for this modeling.<\/li>\n<\/ul>\n<p>Not all inquiry based courses will feature all of these characteristics, and not all will feature the characteristics to the same degree.\u00a0 However, it should be evident that instructors are moving along two continuums \u2013 Delivery (from directed to open) and Approach (from faculty centered to student centered).<\/p>\n<\/div><\/div>\n<div class=\"arconix-toggle-wrap\"><div class=\"arconix-toggle-title toggle-closed\"><i class='fa fa-plus-square'><\/i>&lt;strong&gt;Using Backwards Design to Demonstrate Inquiry &lt;\/strong&gt;<\/div><div class=\"arconix-toggle-content\">\n<p>Backwards design<span title='Wiggins, G. &amp; McTighe, J.\u00a0 (2005).\u00a0 Understanding by design. 2nd Ed.\u00a0 Alexandria: VA: ASCD.' class='inline-footnote' style=''>2<span class='footnoteContent' style='display:none;'>Wiggins, G. &amp; McTighe, J.\u00a0 (2005).\u00a0 <em>Understanding by design. 2<sup>nd<\/sup> Ed.\u00a0 <\/em>Alexandria: VA<em>: <\/em>ASCD.<\/span><\/span> is a process of curriculum design that starts with essential questions, arising from the big ideas and enduring understandings of the discipline, and processes of inquiry important to exploring\/answering those questions.\u00a0 The course learning outcomes flow from these two areas.\u00a0 Professors then think of how best to have students show they have explored these questions acquired these processes through assessment assignments\/projects\/research papers or presentations\/performances.<\/p>\n<p>The organizational framework for your course then becomes focused on exploring the chosen essential questions and coaching the inquiry processes, keeping in mind the assessment strategies you\u2019ve chosen, and scaffolding the learning along the way.<\/p>\n<p>In other words, an inquiry courses shows strong connection between learning outcomes, course organization and culminating\/summative assessment strategies.<\/p>\n<p>A good first step is to think about the kinds questions that are relevant or resonant to your course.\u00a0 Using something like the \u201cCognitive Rigor Question Framework\u201d, based on the Hess model of <a href=\"https:\/\/en.wikipedia.org\/wiki\/Cognitive_rigor\" target=\"_blank\">cognitive rigor<\/a> which combines Blooms Revised Taxonomy with Webb\u2019s Depth of Knowledge scale.<\/p>\n<p>The Question Framework, developed by Erik Francis<span title='Francis, E.M. (2016). Now that\u2019s a good question!: How to promote cognitive rigor through classroom questioning.\u00a0 Alexandria, VA: ASCD.' class='inline-footnote' style=''>3<span class='footnoteContent' style='display:none;'>Francis, E.M. (2016). <em>Now that\u2019s a good question!: How to promote cognitive rigor through classroom questioning.\u00a0 <\/em>Alexandria, VA: ASCD.<\/span><\/span> can help you select appropriate questions for your students and support them in developing their own questions.\u00a0 Francis categorizes four kinds of essential questions (universal, overarching, topical, and driving) with other questions types (factual, analytical, reflective, hypothetical, argumentative, affective and personal).<\/p>\n<\/div><\/div>\n<h3><\/h3>\n<p>&nbsp;<\/p>\n<h3>Criterion 4:\u00a0 Inquiry-Based Learning \u2013 Assessment Strategies<\/h3>\n<div class=\"arconix-toggle-wrap\"><div class=\"arconix-toggle-title toggle-closed\"><i class='fa fa-plus-square'><\/i>&lt;strong&gt;What assessment strategies will I use to ensure students are given feedback on their ability to use the Way of Knowing?&lt;\/strong&gt;<\/div><div class=\"arconix-toggle-content\">\n<p>As indicated above in the discussion about Backwards Design, courses will normally choose 2 or 3 culminating\/summative assessment strategies (as well as formative assignments that lead towards these culminating strategies) that address the learning outcomes and require the \u2018way of knowing\u2019 competencies to complete.\u00a0 However, these strategies cannot just be assigned (especially in a 1<sup>st<\/sup> or 2<sup>nd<\/sup> year course), they need to be taught in an intentional manner with opportunities for formative self-assessment and peer assessment (descriptive in relation to criteria, not graded).\u00a0 Students will normally be assessed on the quality of their content, as well as, the competencies required for creating the product\/paper\/performance etc. Rubrics are handed out in advance and students use these rubrics for self and peer assessment on formative pieces of the assignment.<\/p>\n<p>The culminating assessment strategies will most normally take the form of a substantial project or research paper\/presentation or performance, and focus on a personal interest question or real-world problem.\u00a0 Often students will be invited to share their inquiry findings with an appropriate audience.<\/p>\n<p>Students are invited to understand and achieve high standards for the way of knowing and are involved in the assessment process.\u00a0 Discipline or Way of Knowing Standards are often shared in the form of well-constructed rubric that can be used more than once, or from course to course in that way of knowing, to support growth in developing process competencies.<\/p>\n<p>You may want to include a sample of a rubric you will use for one of your culminating\/summative projects or assignments.<\/p>\n<\/div><\/div>\n<!--themify_builder_content-->\n<div id=\"themify_builder_content-17\" data-postid=\"17\" class=\"themify_builder_content themify_builder_content-17 themify_builder tf_clear\">\n                    <div  data-lazy=\"1\" class=\"module_row themify_builder_row tb_dwx6310 tb_first tf_w\">\n                        <div class=\"row_inner col_align_top tb_col_count_1 tf_box tf_rel\">\n                        <div  data-lazy=\"1\" class=\"module_column tb-column col-full   tb_dajd790 first\">\n                            <\/div>\n                        <\/div>\n        <\/div>\n        <\/div>\n<!--\/themify_builder_content-->","protected":false},"excerpt":{"rendered":"<p>The following question and answer guide was designed to support TWU faculty in revising courses intended to be part of the new core.\u00a0 Criterion 1:\u00a0 Way of Knowing \u2013 Course Description How do I show the intention to develop the way of knowing in my course description and show that this is the primary intent [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-17","page","type-page","status-publish","hentry","has-post-title","has-post-date","has-post-category","has-post-tag","has-post-comment","has-post-author",""],"_links":{"self":[{"href":"https:\/\/create.twu.ca\/inquiry\/wp-json\/wp\/v2\/pages\/17","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/create.twu.ca\/inquiry\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/create.twu.ca\/inquiry\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/create.twu.ca\/inquiry\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/create.twu.ca\/inquiry\/wp-json\/wp\/v2\/comments?post=17"}],"version-history":[{"count":43,"href":"https:\/\/create.twu.ca\/inquiry\/wp-json\/wp\/v2\/pages\/17\/revisions"}],"predecessor-version":[{"id":4375,"href":"https:\/\/create.twu.ca\/inquiry\/wp-json\/wp\/v2\/pages\/17\/revisions\/4375"}],"wp:attachment":[{"href":"https:\/\/create.twu.ca\/inquiry\/wp-json\/wp\/v2\/media?parent=17"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}