Enhancing instructional practices and advancing the field of education.

Based on our experiences, some fashion students view research methods more like broccoli than ice cream. Research Methods in Fashion (FSN 707) is a required undergraduate course with 150+ students. Best practices implemented in this course during the pandemic are described. Initiatives included new approaches to empathy and learning flexibility. We developed a course outline based on a blended learning format. Weekly lecture outlines with required readings, key terms, and guiding questions were developed to facilitate communication. Video lectures were offered asynchronously. We scaffolded learning activities in synchronously scheduled tutorial classes to help students learn how to develop a research proposal. We shared practical applications of research methods through faculty and grad spotlights. Future developments include emphasis on student engagement activities such as using games to demonstrate learning of key terms used in research. We advocate these flexible, diverse learning strategies as applicable post-pandemic and beyond.

Tullio-Pow, S., Schaefer, S., Haines, S., and Burke-Harris, T (2022). Teaching broccoli courses: Best practices for research methods in fashion. Poster session presented at International Textile and Apparel Association, Denver, CO.

Literature reviews play a crucial role in clarifying existing research and identifying gaps in the knowledge base. In this regard, we developed an online teaching module that employed a combination of synchronous and asynchronous learning activities to guide students in critically reading and compiling an annotated bibliography, serving as a foundation for constructing a comprehensive literature review. The module commenced with a guest presentation from librarians, shedding light on the process of demystifying literature reviews. Subsequently, students engaged in an interactive exercise, collaboratively practicing critical reading to summarize and chart a journal article, followed by crafting corresponding annotations. The culmination of the module involved a group activity wherein students were assigned a current research topic, such as gender identity, along with a set of five related journal articles. Each student took responsibility for thoroughly reading and charting their assigned article prior to the class session. During the class, the students engaged in a collective discussion to identify key themes, which were used to write the introduction and summarize the results, ultimately leading to the identification of gaps within the reviewed literature to formulate the conclusion. Figure 4 provides a comprehensive overview of the Eight Phases for Teaching a Review of Literature Online, highlighting the step-by-step process followed in this teaching module. By employing this interactive and collaborative approach, we aimed to empower students to develop their critical reading and writing skills while gaining a deeper understanding of the literature review process.

Tullio-Pow, S., Schaefer, S., Haines, S., and Burke-Harris, T (2022). Scaffolding a/synchronicity: Teaching literature review development remotely. Paper presented at International Textile and Apparel Association, Denver, CO.

Many first year university fashion design students learning apparel pattern drafting (APD) endure a steep learning curve. An Active Learning approach, using the Think-Pair-Share (TPS) strategy may facilitate a more engaging and productive learning environment. There is a lack of literature that investigates the application of active learning in fashion design education. This study examined whether TPS activities could successfully engage students, facilitate learning, and contribute to a positive classroom experience in a beginner-level APD course.

Schaefer, K., Haines, S., & Kozlowski, A. (2018, November). Think-Pair-Share: An active learning strategy for apparel pattern drafting. Paper presented at International Textile and Apparel Association, Cleveland, OH.

I participated in a project that focused on the assessment tools used within Zone Learning (ZL), an experiential entrepreneurship education model at Toronto Metropolitan University. The project aimed to explore and understand the pedagogical approach of ZL, specifically in relation to assessment, in order to strengthen the sustainable delivery of the program. A qualitative research approach, including document review, interviews with ZL staff, and a student survey, was employed to identify student learning outcomes, examine program elements, and evaluate the effectiveness of assessment tools in achieving the desired outcomes. The project aligned with Toronto Metropolitan University's Academic Plan, contributing to high-quality education, effective student engagement, and the dissemination of evidence-based pedagogical practices.

During the emergency remote learning period of the pandemic, the importance of digitized learning, collaborative studies, and autonomy-based technology in education was emphasized. As educators, it is essential to consider how these approaches can be incorporated post-pandemic to create an empowering and progressive learning experience for students. This proposal focuses on the delivery of course content for FFD 300, specifically through a Flipped Classroom Approach. The aim is to engage students through pre-recorded video tutorial demonstrations that they can complete at their own pace. Collaborative opportunities will be provided through live video and chat-based forums to foster a sense of community-oriented learning. The fashion industry's increasing digitalization and the utilization of Computer-Aided Design (CAD) software in fashion design underscore the need to teach students the necessary digital skills. In FFD 300, video tutorials will be developed to guide students in using CAD software effectively. These tutorials, along with other resources, will be made available on the D2L platform, creating a comprehensive knowledge library for students. By adopting a Flipped Classroom Approach, students will have the flexibility to learn asynchronously, collaborate with peers, and apply their knowledge to practical assignments. The proposed project aligns with Bloom's taxonomy of learning, promoting higher levels of thinking and meaningful discussions. By empowering students and utilizing innovative teaching strategies, this approach aims to enhance the learning experience in FFD 300 and prepare students for the evolving fashion industry.