Evidence-Based Pedagogy for Values Outcomes in Capstone Experiences
Undergraduate programs that focus on disciplinary knowledge and skills can reinforce pre-existing mindsets or ideologies that can lead to insufficient questioning of certain types of information (e.g., empirical data or model results) or insufficient valuing of certain types of information (e.g., I...
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| Format: | Article |
| Language: | English |
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Indiana University Office of Scholarly Publishing
2024-12-01
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| Series: | Journal of the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/35832 |
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| _version_ | 1823856987947925504 |
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| author | Julie Vale Russell Kirkscey James Weiss Jenny Hill |
| author_facet | Julie Vale Russell Kirkscey James Weiss Jenny Hill |
| author_sort | Julie Vale |
| collection | DOAJ |
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Undergraduate programs that focus on disciplinary knowledge and skills can reinforce pre-existing mindsets or ideologies that can lead to insufficient questioning of certain types of information (e.g., empirical data or model results) or insufficient valuing of certain types of information (e.g., Indigenous knowledge). One way to address this challenge is to include values-based learning and assessment strategies that empower students to better understand and engage with their complex and changing worlds. General Education (GenEd) Capstone Experiences (CE) often seek to instill such values, but scholarly analysis of the pedagogies and their effectiveness is limited, as is discussion on the inclusion of similar pedagogies in discipline-focused courses. This study addresses this research disparity by using a mixed methods approach to investigate student and faculty perceptions of the values integrated by a GenEd CE program and the pedagogies used to integrate those values. Results demonstrate that the integration of reflection and discussion pedagogies has the potential to influence a variety of values-based outcomes, including thoughtfulness, openness, and responsibility. Institutional leaders and CE instructors may integrate these pedagogies into their CEs, with mindful attention to the associated values that they seek to instill.
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| format | Article |
| id | doaj-art-76aa71265edb421cbb5f8d0eb8596ffb |
| institution | Kabale University |
| issn | 1527-9316 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Indiana University Office of Scholarly Publishing |
| record_format | Article |
| series | Journal of the Scholarship of Teaching and Learning |
| spelling | doaj-art-76aa71265edb421cbb5f8d0eb8596ffb2025-02-12T04:15:03ZengIndiana University Office of Scholarly PublishingJournal of the Scholarship of Teaching and Learning1527-93162024-12-01244Evidence-Based Pedagogy for Values Outcomes in Capstone ExperiencesJulie Vale0Russell Kirkscey James Weiss Jenny HillUniversity of Guelph Undergraduate programs that focus on disciplinary knowledge and skills can reinforce pre-existing mindsets or ideologies that can lead to insufficient questioning of certain types of information (e.g., empirical data or model results) or insufficient valuing of certain types of information (e.g., Indigenous knowledge). One way to address this challenge is to include values-based learning and assessment strategies that empower students to better understand and engage with their complex and changing worlds. General Education (GenEd) Capstone Experiences (CE) often seek to instill such values, but scholarly analysis of the pedagogies and their effectiveness is limited, as is discussion on the inclusion of similar pedagogies in discipline-focused courses. This study addresses this research disparity by using a mixed methods approach to investigate student and faculty perceptions of the values integrated by a GenEd CE program and the pedagogies used to integrate those values. Results demonstrate that the integration of reflection and discussion pedagogies has the potential to influence a variety of values-based outcomes, including thoughtfulness, openness, and responsibility. Institutional leaders and CE instructors may integrate these pedagogies into their CEs, with mindful attention to the associated values that they seek to instill. https://scholarworks.iu.edu/journals/index.php/josotl/article/view/35832undergraduatecapstone coursevaluespedagogygeneral educationstudent learning outcomes |
| spellingShingle | Julie Vale Russell Kirkscey James Weiss Jenny Hill Evidence-Based Pedagogy for Values Outcomes in Capstone Experiences Journal of the Scholarship of Teaching and Learning undergraduate capstone course values pedagogy general education student learning outcomes |
| title | Evidence-Based Pedagogy for Values Outcomes in Capstone Experiences |
| title_full | Evidence-Based Pedagogy for Values Outcomes in Capstone Experiences |
| title_fullStr | Evidence-Based Pedagogy for Values Outcomes in Capstone Experiences |
| title_full_unstemmed | Evidence-Based Pedagogy for Values Outcomes in Capstone Experiences |
| title_short | Evidence-Based Pedagogy for Values Outcomes in Capstone Experiences |
| title_sort | evidence based pedagogy for values outcomes in capstone experiences |
| topic | undergraduate capstone course values pedagogy general education student learning outcomes |
| url | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/35832 |
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