 | Tricia Seifert email: tricia.seifert@utoronto.ca Department: Leadership, Higher and Adult Education | |
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Research Overview My long-standing research interest has been rooted in understanding how postsecondary participation relates to student learning and success, commonly referred to as college impact research. Recently, my focus has expanded to understanding how postsecondary institutions organize their programs and services in ways that promote student success. The Supporting Student Success study began by examining how student affairs and services staff at 9 universities and 5 colleges in Ontario perceived their institution’s organizational structures and how these structures helped or hindered staff members’ ability to support student success. This study has expanded its focus and is now developing a 360 degree understanding of how students, staff, faculty, and senior administrative leaders perceive how their institution supports student success. The report from the first phase of the study was released by HEQCO in November 2011 and is available here. The Supporting Student Success research team regularly blogs about the project in terms of how the study’s findings can inform practice and policy. You can follow our blog(http://supportingstudentsuccess.wordpress.com/). I’m also working with colleagues at the Centre for Teaching Support & Innovation on a HEQCO-funded project examining the role of teaching assistants as members of the course teaching team. One of the key questions of interest is the relationship between TAs’ approaches to teaching and students’ approaches to learning (surface compared to deep). Findings from this study are intended to support faculty, administrators, and educational developers in establishing educational environments and opportunities that maximize deeper learning. We are in the process of collecting data and expect to begin analysis in summer 2012. Teaching Overview Teaching Philosophy I teach a wide range of courses from research methods to topical courses. The common thread that runs through them is my commitment to supporting student success through the use of experiential learning. I firmly believe that students who have the opportunity to put the theory of what they are learning in the classroom into practice are more confident in their abilities and have a better understanding of how context influences processes and outcomes. My goal as an educator is to help students gain the knowledge, skills, abilities and dispositions they need to be successful based on their self-definition. Courses Taught Introduction to Student Services: http://www.oise.utoronto.ca/tps/UserFiles/File/Higher-Ed/TSSyllabus2009.pdf Quantitative Research Process and Design: http://www.oise.utoronto.ca/tps/UserFiles/File/Higher-Ed/TSSyllabusFall2011.pdf Survey Methodology: http://www.oise.utoronto.ca/tps/UserFiles/File/Higher-Ed/TSSurvMethodSyllabusWinter2012.pdf Engaging Issues in Postsecondary Education: Through the crucible of service learning, students will reflect online and in person to make more complex meaning of the issues discussed in Recurring Issues in Postsecondary Education (TPS:1803). The course is still under development and is expected to launch in Winter 2013. Representative Publications Seifert, T., Arnold, C.H., Burrow, J., & Brown, A. (2011). Supporting Student Success: The Role of Student Services Within Ontario’s Postsecondary Institutions. Toronto, ON: Higher Education Quality Council of Ontario. • Burrow, J., & Seifert, T. (2011). Forms of communication in Ontario college and university student affairs and services: Helping our colleagues, our students and ourselves. Communiqué, 12(1), 12-13. • Martin, G., & Seifert, T. (2011). The relationship between interactions with student affairs professionals and cognitive development in the first year of college. Journal of Student Affairs Research and Practice, 48(4), Article 1. DOI: 10.2202/1949-6605.6198. Retrievable from http://journals.naspa.org/jsarp/vol48/iss4/art1/ • Coates, H., & Seifert, T. (2011). Linking assessment for learning, improvement, and accountability. Quality in Higher Education. 17(2). DOI:10.1080/13538322.2011.554308 • Mayhew, M., Seifert, T., Nelson Laird, T., Pascarella, E., & Blaich, C. (2011). Going deep into mechanisms for moral reasoning growth: How deep learning approaches affect moral reasoning development for first-year students Research in Higher Education. DOI: 10.1007/s11162-011-9226-3Online First™ • Goodman, K., Baxter Magolda, M., Seifert, T., & King, P. (2011). Good practices for student learning: Mixed method evidence from the Wabash National Study. About Campus, 2, 2-9. • Seifert, T., & Asel, A. (2011). The tie that binds: The role of high school self-reported gains in self-reported college gains. In S. Herzog & N. Bowman (Eds.), The Validity and Limitations in College Student Self-Report Data (pp. 59-72). New Directions for Institutional Research. San Francisco: Jossey-Bass. Curriculum Vitaehttp://www.oise.utoronto.ca/Curriculum_Vitae/Tricia_Seifert_CV.pdf |
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