Scholarship of Teaching and Learning (SoTL) at DC

We are pleased to share that the following projects, representing 3 academic schools, have been approved for the 2022-2023 academic year:

Impact of a shaping procedure on student utilization of APA 7th edition referencing

Sarah Drexler & Mary Helen Leddy, SCS

This project involves the evaluation of the effectiveness of a shaping procedure (a behaviour analytic teaching method) on students’ ability to implement correct use of, and confidence with, American Psychological Association (APA) 7th edition referencing procedures. If the teaching approach is effective, the number of APA errors on submitted work (specifically – annotated bibliography) would decrease, improving the quality of student work.

Closing the feedback loop: Automated assessment for coding education

Kyle Chapman, SEIT

This project will investigate the impact of using CodeGrade, an automated assessment and feedback tool, on student learning and progress in a foundational computer programming course. This study aims to determine the effectiveness of automated feedback in improving student engagement and positive perception of introductory computer programming, reducing student barriers to success and ultimately reduce attrition.

Walk the Talk: the impact of health promotion and wellness curriculum on wellness, motivation, learning and academic success in pre-service fitness and health professionals

Erin Dancey & Michael Williams-Bell, HS

This study will determine if there is a correlation between wellness and academic success as well as investigate how wellness measures change as students progress through the new Fitness and Health promotion program at Durham College. We will also investigate how semester 1 measures (motivation, self-directed learning readiness) that were previously investigated through our 2021 SoTL project (The effect of virtual lab delivery on motivation, learning, and academic success) change over the new program of study.


Completed SoTL Projects

SoTL projects from the 2021-2022 made valuable contributions to the body of knowledge in their respective areas. Results were shared during DC’s Fall Academic PD Day, and some have been submitted for publication and/or presentation at conferences and symposia provincially, nationally and globally. We invite you to engage with the valuable outcomes of this research by clicking on the project poster presentation links.

Educator adaptability and the rapid transition to online education: Lessons from COVID-19

Dale Button & Samantha Button, JES

This study aims to investigate traits, factors and conditions that may impact educator adaptability to the transition to online learning. The results may highlight PD opportunities for faculty or colleges to promote educator adaptability as education progresses in the online environment.

Students’ perceptions of ineffective teaching behaviours

Morgan Chapman & Lynne Kennette, IS

This study aims to provide a clear understanding of students’ perceptions of ineffective teaching behaviours. The results will bring the Canadian lens to existing research and may complement the literature that focuses on what to do to be an effective teacher by highlighting specific behaviours that may be harmful to student learning and success.

The effect of a blended learning approach (virtual lab delivery) on motivation, self-directed learning readiness, academic success and retention

Erin Dancey & Michael Williams-Bell, HCS

This study aims to build on research conducted on standard online and blended learning models by investigating the effect of blended learning specifically in a virtual lab environment. As part of this, the study will assess student readiness for self-directed learning and the impact on motivation, which may help to determine evidence-based practices to increase capacity in these traits in students and improve academic success, and consequently student retention.