This course provides an overview of the process, critical analysis, and associated skills required for scholarship and research. This course is designed for learners who may have little experience in the area of research, and will provide an introduction to scholarly inquiry and various research approaches being used in the field of leadership. The aim of this course is to provide learners with the skills necessary to become critical consumers, and discriminating users, of research. This course is not intended as a research methods course that will develop advanced or even intermediate skills in empirical investigation in quantitative and qualitative methods. Rather, the course provides an introductory “toolkit” that will support your work on your applied MA in Leadership activities and in your further professional work.
Research in K12 and higher education contexts suggests that higher education instructors' approaches to assessment are variable and idiosyncratic. There are myriad complex systems which influence instructors' approaches to assessment including instructor identity, institutional and department cultures, regulatory environments, and personal beliefs about the purposes of assessment. One area that seems to have unexpectedly low impact on assessment approaches is the growing adoption of technology in higher education. Technology has become ubiquitous in higher education with impacts seen across most administrative units as well as in teaching and learning. However, research suggests that the impacts of technology on teaching and learning, including assessment, has primarily been to increase the speed and efficiency of outdated practices. Selected response exams can be graded automatically; essays can be collected, graded, and returned electronically; and large classes can be polled through learners' own phones an
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- I am cmadland (https://keybase.io/cmadland) on keybase.
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