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- FLO MicroCourse: AI-Resilient Assessment Design Sprint [April 27 - May 1, 2026]
- Faculty Experiences with Open Pedagogy and Social Justice [April 30, 2026]
- 2026 Dalhousie Conference on University Teaching and Learning [Deadline: May 01, 2026]
- Cfp: 2026 SoTL Symposium [Deadline: May 04, 2026]
- 2026 Graduate Students in Teaching Conference [May 05-06, 2026]
- Teaching with AI: May 5, 2026 [May 05-14, 2026]
- Brave Conversations: Revisiting and Rethinking "Risk" in SoTL [May 07, 2026]
- 2026 Teaching and Learning Innovations Conference [Deadline: May 08, 2026]
- 3rd Annual Thompson-Okanagan Teaching and Learning Conference [May 13-14, 2026]
- Panel Discussion: Research Ethics and SoTL [May 15, 2026]
- SoTL Canada Journal Club: Developing a SoTL Identity [May 19, 2026]
- Teaching with AI: May 19, 2026 [May 19-28, 2026]
- 2026 Annual STLHE/SAPES Conference [Deadline: May 25, 2026]
- Cfp: Graduate Students/Post-docs Teaching in Higher Education Conference [Deadline: May 25, 2026]
- ETUG Spring 2026 Workshop: Collaboration, Co-creation, and Creativity in EdTech [May 28-29, 2026]
- Teaching with AI: June 1, 2026 [June 01-10, 2026]
- Cfp: 2026 Global Students as Partners Roundtable [Deadline: June 29, 2026]
- Graduate Students/Post-docs Teaching in Higher Education Conference [August 07, 2026]
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- 2026 Global Students as Partners Roundtable [October 01-02, 2026]
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- For Research Personnel
- News + Stories
- AI as learning coach: project explores ChatGPT integration beyond plagiarism concerns
- Investigating the motivations and perceptions of undergraduate students using AI for assignments
- Faculty teaching confidence soars through peer observation program
- Research proves role plays work: evidence-based approach transforms history and labour studies teaching
Investigating Methods of Evaluation for Formative Assessment in a First-Year Course in Computing Science
Grant program: Teaching and Learning Development Grant (TLDG)
Grant recipient: Janice Regan, School of Computing Science
Timeframe: January 2007 to January 2008
Description: When learning a programming language, it is necessary to learn one set of tools before one can add the next. This means that falling behind in the course makes understanding of later topics much more difficult. This study investigated the effectiveness of 鈥渓ow-stakes鈥� in-class quizzes in a first-year course. Data collected were student surveys, student achievement, and instructor observation.
Questions addressed: What do students perceive as the usefulness of the quizzes in both the lecture sessions and lab sessions? Do students understand quizzed concepts/procedures better after a quiz? Are students more likely to ask questions about the ideas and methods that are quizzed when reviewing for exams or doing assignments? Do regular weekly quizzes improve the marks on exams and assignments?
Support provided: Development of proposal, RA to develop survey tool and help analyze data.