Based on recent data collected at this university, it is apparent that students are leaving our institution not able to articulate what they have learned. In addition, the data collected illuminated a gap in faculty explicitly assisting students to connect classroom learning to the knowledge and skills that employers are demanding. This research is supported by the recent work of Harrison (2017), Markauskaite and Goodyear (2016), and a Brock University study of psychology majors (Martini, Judges & Belicki, in press).
The inability to connect learning toward work/life readiness after university is causing students major stress (Maybrey, 2017). Beebe, Mottet & Roach, 2013 suggest “The focus of affective learning is on changing learners’ attitudes, feelings, and motivation level, and enhances the value and appreciation for learning. In an affective learning environment, teaching becomes more than conveying content or developing skills; it involves helping learners understand how to value and respect what they learn” (Beebe, Mottet & Roach, 2013). When, learners can connect their learning to their goals their stress levels and wellness improve.
As educators concerned for our students’ well being, what should we be doing to help them recognize their own learning and transfer it to other situations?
This session brings together the work of an interdisciplinary team (i.e., Social Work, Nursing, Teacher Education, Communications, and Teaching and Learning), engaged in knowledge-practice educational design, teaching, and research to present and facilitate an interactive discussion around instructional innovation in emerging knowledge-practice work and its application to student wellness, engagement and success.
The aim of this session is to present preliminary research followed by an interactive discussion among participants to continue this timely and relevant dialogue. The outcomes for the session are to:
- Define knowledge-practice teaching across disciplines, educational roles, and with the context of student wellness
- Discuss emerging practices in addressing the challenges facing faculty when using a pedagogy of care approach to knowledge-practice learning.
- Exchange teaching and learning strategies used to foster knowledge-practice learning
- Foster multidisciplinary collaboration opportunities across faculties, educational roles, and learning communities.
