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Pedagogical Toolkit
Did You Know?
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To enrol as a Luther College student, simply fill out the University of Regina application form and select Luther as your campus of choice.
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Every degree program at Luther College offers a study abroad option and an optional experiential learning component where you gain real world experience and get paid while going to school!
Pedagogical Toolkit
A group of Luther faculty members and our Studentsfirst Coordinator researched pedagogical strategies to assist students in transitioning successfully into their first-year of university studies, and engaging in their introductory courses. Research included piloting pedagogical strategies, and evaluating and revising the strategies, through focus group meetings with first-year students, analysis of questionnaires distributed to students, evaluating impacts on learning outcomes, and evaluating instructor experiences through interviews.
Successful pedagogical strategies pilot projects were compiled as the Teaching Toolkit, published by Luther College at the University of Regina.
Luther College Pedagogical Toolkit
A brief synopsis of the research findings includes:
- Overall, students valued the pedagogical techniques as tools to enhance their own learning. The majority of students also found that the tools engaged their attention with the subject matter of the course and helped them to reflect on what it is to be a successful student.
- The majority also reported that compared to other 100-level courses that they have taken or were taking at the time, these strategies made these classes more appealing.
- Most students also reported that they felt that these techniques are ones that would be helpful in the future and that they would use again for their study purposes.
We hope that you will find the Teaching Toolkit useful, and we welcome your comments and feedback on the project.
To submit comments and/or to learn more about the research, please contact Dr. Yvonne Petry, Academic Dean of Luther College at the University of Regina (yvonne.petry@uregina.ca).
This research was supported by a grant from the University of Regina’s President’s Teaching and Learning Scholars Program.