摘要：In this paper we present the results of a scholarship of teaching and learning research project we conducted in 2016/17 at Renaissance College, University of New Brunswick. Our case study describes the challenges and successes of the student-centered re-design of a course about social entrepreneurship, a mandatory component of an undergraduate interdisciplinary leadership program. In particular, the project aimed at improving • Students' engagement, and • Students' satisfaction particularly for students who start the course at a lower engagement level. We first systematically evaluated pre-existing data on earlier runs of the course. Then we conducted interviews and a focus group with graduates in 2016 which provided additional information. The analysis of this dataset informed our comprehensive and systematic evidence-based redesign of the course for the offering in the winter of 2017. Finally, we used targeted surveys in March 2017 that provided data on the results of the course redesign and on student learning. In summary, the data suggested that the redesign of this course has significantly improved students’ learning experience, the clarity of course requirements, and students’ self-directed learning. This paper may be helpful also for scholarship of teaching and learning projects in other fields of study aiming at adult learner oriented and evidence-based course redesign.
