Designing field-learning experiences with the end in mind: a reflection and planning tool

Monday 4:30pm-6:00pm SERC Building - Atrium
Poster Session Part of Monday Poster Session

Authors

Laura Lukes, University of British Columbia
Silvia Mazabel, University of British Columbia
Sarah Sherman, University of British Columbia
Shandin Pete, University of British Columbia
In effective curriculum design efforts, it is important to design with the end in mind, starting with clear learning objectives and aligning learning support and assessment activities with those objectives (Wiggens & McTighe, 2005). This poster showcases a science curriculum development tool collaboratively produced in a facilitated community of practice of instructors, who are actively reimagining and redesigning their science courses that involve learning in field settings at a research-intensive university in Canada. This work is part of the Earth Science Experiential and Indigenous Learning (EaSEIL) initiative, a three-year faculty and curriculum development initiative at the University of British Columbia (Vancouver, Canada). The curriculum development tool presented here is designed to support field course instructors in identifying and articulating relevant learning objectives for their courses, as well as foster their reflection on how explicit they are in communicating those objectives to students. The tool consists of a compiled thematic list of learning objectives built on prior collective geoscience community efforts at developing a common set of learning goals for learning in field settings (Rademacher & Burmeister, 2020) and objectives from existing UBC courses (that have been reviewed by and expanded upon by EaSEIL community members), as well as two reflection activities. These reflection activities can be utilized in individual reflection, 1-1 pedagogical coaching, or to foster group discussions about what instructors want their students to be able to do by the end of their course(s). As part of the ongoing iterative design process of this tool, attendees are encouraged to interact with our poster and add their perspectives, feedback, and questions. While designed for supporting field course instructors, this tool's reflection activity centered on discerning explicit and implicit learning objectives is useful to instructors engaged in the design or redesign of any type of course, whether field-based or not.