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4 results on '"Lopes, Valerie."'

1. Deciding to Transfer: A Study of College to University Choice

Author

Lang, Daniel and Lopes, Valerie

Abstract

This study surveyed and subsequently interviewed over 200 hundred college students who indicated an interest in transferring to university. Students were tracked until they left their colleges, whether or not they transferred. The objective was to learn when, why, and how students finally decide to transfer or not. Information from the study will inform decisions about: the most and least effective forms of transfer articulation, the timing and sources of student counseling, the advisability of transfer before or after completion of college studies, and about the differential effects of different categories of transfer "pathways," and of different college models, for example "university centres" and "concurrent colleges." The study concludes that the articulation that students "see" is not always the articulation that planners and policy-makers "see" for them, that the "concurrent college" model performed the best and that the "traditional college" performed the worst, that availability of pathways generally promotes transfer, and that program switching or "internal transfer" prior to transfer to university is very frequent.

Published
2014

2. SoTL and Students' Experiences of Their Degree-Level Programs: An Empirical Investigation

Author

Matthews, Kelly E., Divan, Aysha, John-Thomas, Nicole, Lopes, Valerie, Ludwig, Lynn O., Martini, Tanya S., Motley, Phillip, and Tomljenovic-Berube, Ana M.

Abstract

In the global higher education sector, government accountability initiatives are increasingly focused on degree-level competencies that may be expected from university graduates. The purpose of this paper was to examine the extent to which SoTL reflects this increased interest in student learning across the degree program. Articles (N = 136) published in three international SoTL journals, over the past three years, were systematically reviewed using a framework that concentrated on the extent to which they reflected a focus of (a) teaching-emphasis versus learning-emphasis and (b) unit-level (subject, course) versus degree-/program-level. Our analysis indicated that the majority of SoTL publications (47%) were focused at the level of a single unit with an emphasis on teaching practice; in contrast, only a small minority of SoTL publications (9%) were focused at the level of the overall degree with an emphasis on learning processes. Drawing on our review, we highlight SoTL publications that exemplify the inquiry into student learning at the level of the degree program and offer questions to guide future SoTL inquiries.

Published
2013

3. Course Management Systems and Campus-Based Learning. Professional File. Number 29

Author

Canadian Society for the Study of Higher Education. and Lopes, Valerie

Abstract

Course management systems (CMSs) have become a symbol of innovation at institutions of higher education and in less than a decade they have been rapidly adopted by a large number of colleges and universities in many countries around the world (Coates, 2005; Dutton, Cheong, & Park, 2004; Malikowski, Thompson, & Theis, 2007; Wise & Quealy, 2006). Ten years after the first commercial systems were made available to colleges and universities, many institutions of higher education are still struggling to determine the best way to support their educational missions with CMSs and other web technologies. Utilizing a mixed methods case study approach, the study explored the perceptions of the students and faculty, in the business programs, at a large, urban, multiculturally diverse college in Ontario which has a history of CMS use. The reasons for using a CMS in the college's business programs, the characteristics of the use of the CMS that enhanced learning and those that created barriers to learning and their perceptions about what constitutes the effective use of the CMS were explored. The main focus of this study was the examination of the students' perspective, as the aim of the study was to understand the effect of the CMS on their learning. Teaching and learning are inextricably connected; therefore obtaining the faculty's perspective was an important, but secondary, part of the study. This research was carried out at a large, urban and multiculturally diverse college in southern Ontario. This college was selected because it has been using some form of a CMS since 1997 and the current CMS has been implemented at the college since 2000. Some of the findings include: (1) The students and professors who participated in this study both affirmed that the main purpose for using the CMS was for the delivery of and access to information; (2) Increased access to information was the characteristic of the use of the CMS that the professors felt was most beneficial to learning. The comments from the professors indicated that the more information available to the students the "more" that they would learn; (3) The professors agreed with the students that if the use of the CMS replaced "teaching", which was equated with the students being able to get all the information without attending class, it would be a barrier to learning. They were quite concerned about the students not attending class if material was posted online; and (4) The mixed reaction to the effective use of the discussion board which the students discussed was shared by the professors. A bibliography is included.

Published
2008

4. Learning Outcomes Assessment A Practitioner's Handbook

Author

Goff, Lori, Potter, Michael K, Pierre, Eleanor, Carey, Thomas, Gullage, Amy, Kustra, Erika, Lee, Rebecca, Lopes, Valerie, Marshall, Leslie, Martin, Lynn, Raffoul, Jessica, Siddiqui, Abeer, and Van Gaste, Greg

Subjects
Ontario’s colleges and universities, Learning Outcomes Assessment, practitioners, Higher Education, Scholarship of Teaching and Learning, Education
Abstract

Ontario’s colleges and universities have made strides in developing learning outcomes, yet effective assessment remains a challenge. Learning Outcomes Assessment A Practitioner's Handbook is a step-by-step resource to help faculty, staff, academic leaders and educational developers design, review and assess program-level learning outcomes. The handbook explores the theory, principles, reasons for and methods behind developing program-level learning outcomes; emerging developments in assessment; and tips and techniques to build institutional culture, increase faculty involvement and examine curriculum-embedded assessment. It also includes definitions, examples, case studies and recommendations that can be tailored to specific institutional cultures. https://scholar.uwindsor.ca/ctlreports/1005/thumbnail.jpg

Published
2015

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