The Teaching and Learning Innovation Digest - May 2023
Welcome to a truly special edition of the Teaching and Learning Innovation Digest! Our seventh annual academic publication has assumed an incredibly meaningful shape and form for a number of reasons. Not only did we receive an enthusiastic response with over 30 submissions via our institutional broadcast, but we also have consciously and intentionally embraced the principles of Universal Design for Learning by attempting to represent and celebrate the varied forms of expressions therein. From reflective essays, poetry, visual and performing arts, podcasts, video conversations to scholarly work, academic and applied research, news and updates, and interviews, this is truly a power-packed publication!
Welcome to a truly special edition of the Teaching and Learning Innovation Digest! Our seventh annual academic publication has assumed an incredibly meaningful shape and form for a number of reasons. Not only did we receive an enthusiastic response with over 30 submissions via our institutional broadcast, but we also have consciously and intentionally embraced the principles of Universal Design for Learning by attempting to represent and celebrate the varied forms of expressions therein. From reflective essays, poetry, visual and performing arts, podcasts, video conversations to scholarly work, academic and applied research, news and updates, and interviews, this is truly a power-packed publication!
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References<br />
del Villar, Juan Rodrigo. Culinary Skills: Assessment of Student’s <strong>Learning</strong> Outcomes (October 3,<br />
2019). SSRN.<br />
https://ssrn.com/abstract=3463582 or http://dx.doi.org/10.2139/ssrn.3463582<br />
Eisner, E. (1990). <strong>The</strong> enlightened eye. New York: Macmillan<br />
Ryll, Stefan (2017). Delivering <strong>and</strong> Evaluating On-Line <strong>Learning</strong> Degree Programs in Culinary Arts/<br />
Management: A survey of Educators <strong>and</strong> Practitioners.<br />
chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://academicarchive.snhu.edu/server/<br />
api/core/bitstreams/e0d6aa28-397b-40cc-9f75-2cff9fa335a6/content<br />
If three faculty members were to subjectively<br />
evaluate an item, for example a plate of food<br />
prepared by a culinary student, how close<br />
would their grades be? Do they all see the<br />
plate in the same manner? Probably not, but in<br />
most instances, based on personal experience,<br />
the grade spectrum between faculty is<br />
very narrow. However, if there is a huge<br />
discrepancy between the grades assigned by<br />
the evaluators, who is right <strong>and</strong> who is wrong?<br />
That is the challenge of subjective assessment<br />
as related to practical labs <strong>and</strong> classrooms.<br />
How is that challenge met? How do subjective<br />
assessments become consistent across the<br />
curriculum <strong>and</strong> between faculty? One solution,<br />
as it relates to the onboarding of new<br />
faculty, is to have the new faculty member<br />
shadow a long-term faculty member to better<br />
underst<strong>and</strong> assessment <strong>and</strong> the rubrics in<br />
place. Another option is collegial peer review,<br />
one in which both the new <strong>and</strong> longst<strong>and</strong>ing<br />
faculty members evaluate a practical class<br />
independent of each other <strong>and</strong> then discuss<br />
their findings. Collegial discourse would be<br />
rich <strong>and</strong> beneficial to all involved. This is also<br />
an example of reflective practice, albeit in a<br />
simple manner. As educators, we are lifelong<br />
learners, <strong>and</strong> no matter our level of experience,<br />
we do learn from each other.<br />
Has the nature <strong>and</strong> delivery of community<br />
college education pivoted with the onset of<br />
COVID-19? Very much so. As an educational<br />
institution, have we at Centennial College met<br />
the challenge? If we continue to provide our<br />
students with the requisite skills, knowledge,<br />
<strong>and</strong> behaviors to meet industry st<strong>and</strong>ards <strong>and</strong><br />
learning outcomes, the answer is yes.<br />
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