Engaging in the Scholarship of Teaching and Learning

Author: Cathy Bishop-Clark
Publisher: Stylus Publishing, LLC.
ISBN: 1579224717
Format: PDF, Kindle
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This is a book for anyone who has ever considered engaging in the scholarship of teaching and learning – known familiarly as SoTL – and needs a better understanding of what it is, and how to engage in it. The authors describe how to create a SoTL project, its implications for promotion and tenure, and how it fosters: * Increased satisfaction and fulfilment in teaching * Improved student learning * Increased productivity of scholarly publication * Collaboration with colleagues across disciplines * Contributing to a growing and important body of literature

This guide provides prospective SoTL scholars with the necessary background information, foundational theory, tools, resources, and methodology to develop their own SoTL projects, taking the reader through the five stages of the process: Generating a research question; Designing the study; Collecting the data; Analyzing the data; and Presenting and publishing your SoTL project. Each stage is illustrated by examples of actual SoTL studies, and is accompanied by worksheets to help the reader refine ideas and map out his or her next steps. The process and worksheets are the fruit of the successful SoTL workshops the authors have offered at their institution for many years.

SoTL differs from scholarly and reflective teaching in that it not only involves questioning one’s teaching or a teaching strategy, but also formally gathering and exploring evidence, researching the literature, refining and testing practices, and finally going public. The purpose of SoTL is not just to make an impact on student learning, but through formal, peer-reviewed communication, to contribute to the larger knowledge base on teaching and learning.

While the roots of SoTL go back some 30 years, it was Ernest Boyer in his classic Scholarship Reconsidered who made the case for the parity of the scholarships of integration, of discovery, of application, and of scholarship of teaching as vital to the health of higher education. Glassick, Huber, and Maeroff ’s subsequent Scholarship Assessed articulated the quality standards for SoTL, since when the field has burgeoned with the formation of related associations, a proliferation of conferences, the launching of numerous journals, and increasing recognition and validation by institutions.


Doing the Scholarship of Teaching and Learning Measuring Systematic Changes to Teaching and Improvements in Learning

Author: Regan A. R. Gurung
Publisher: John Wiley & Sons
ISBN: 1118838890
Format: PDF, ePub
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The Scholarship of Teaching and Learning (SoTL) should be anintegral part of every academic’s life, representing not onlythe pinnacle of effortful teaching, but also standing side by sidewith more conventional disciplinary scholarship. Although practicedby many instructors for years, SoTL has garnered national attentionresulting in a spate of new journals to publish pedagogicalresearch. SoTL helps students, fosters faculty development, and has beenintegrated into higher education. This volume provides readers withchallenges that will motivate them to engage in SoTL and take theirpedagogical research further. We include many key features aimed tohelp both the teacher new to research and SoTL and also researcherswho may have a long list of scholarly publications innon-pedagogical areas and who have not conducted research. This is the 136th volume of this Jossey-Bass higher educationseries. It offers a comprehensive range of ideas and techniques forimproving college teaching based on the experience of seasonedinstructors and the latest findings of educational andpsychological researchers.

Action Research in Teaching and Learning

Author: Lin S Norton
Publisher: Routledge
ISBN: 1135265461
Format: PDF
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A practical, down-to-earth guide for those who work in teaching and learning in universities, this book will be indispensable reading for those who would like to carry out action research on their own practice. Lin S Norton's concept of 'pedagogical action research' has come from over twenty years' experience of carrying out such research, and more than six years of encouraging colleagues to carry out small scale studies at an institutional, national and international level. This accessible text illustrates what might be done to improve teaching/supporting learning by carrying out action research to address such questions such as: What can I do to enthuse my students? What can I do to help students become more analytical? How can I help students to link theory with their practice? What can I do to make my lecturing style more accessible? What is going wrong in my seminars when my students don't speak? Action Research for Teaching and Learning offers readers practical advice on how to research their own practice in a higher education context. It has been written specifically to take the reader through each stage of the action research process with the ultimate goal of producing a research study which is publishable. Cognisant of the sector’s view on what is perceived to be ‘mainstream research’, the author has also written a substantial theoretical section which justifies the place of pedagogical action research in relation to reflective practice and the scholarship of teaching and learning.

The Scholarship of Teaching and Learning

Author: Jacqueline Dewar
Publisher: Oxford University Press
ISBN: 0198821212
Format: PDF, ePub
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The Scholarship of Teaching and Learning: A Guide for Scientists, Engineers, and Mathematicians shows college and university faculty members how to draw on their disciplinary knowledge and teaching experience to investigate questions about student learning. It takes readers all the way through the inquiry process beginning with framing a research question and selecting a research design, moving on to gathering and analyzing evidence, and finally to making the results public. Numerous examples are provided at each stage, many from published studies of teaching and learning in science, engineering, or mathematics. At strategic points, short sets of questions prompt readers to pause and reflect, plan, or act. These questions are derived from the authors' experience leading many workshops in the United States and Canada on how to do the scholarship of teaching and learning (SoTL). The taxonomy of SoTL questions-What works? What is? What could be?-that emerged from the SoTL studies undertaken by scholars in the Carnegie Academic for the Scholarship of Teaching and Learning serves as a framework at many stages of the inquiry process. The book addresses the issue of evaluating and valuing this work, including implications for junior faculty who wish to engage in SoTL. The authors explain why SoTL should be of interest to STEM (science, technology, engineering, and mathematics) faculty at all types of higher education institutions, including faculty members active in traditional STEM research. They also give their perspective on the benefits of SoTL to faculty, to their institutions, to the academy, and to students.

Promoting Social Justice Through the Scholarship of Teaching and Learning

Author: Delores D. Liston
Publisher: Scholarship of Teaching and Le
ISBN: 9780253031310
Format: PDF, Docs
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How can education become a transformative experience for all learners and teachers? The contributors to this volume contend that the Scholarship of Teaching and Learning (SoTL) can provide a strong foundation for the role of education in promoting social justice. The collection features contributions by an array of educators and scholars, highlighting the various ways that learners and teachers can prepare for and engage with social justice concerns. The essays offer reflections on the value of SoTL in relation to educational ethics, marginalized groups, community service and activism, counter narratives, and a range of classroom practices. Although the contributors work in a variety of disciplines and employ different theoretical frameworks, they are united by the conviction that education should improve our lives by promoting equity and social justice.

The Scholarship of Teaching and Learning in Higher Education

Author: Rowena Murray
Publisher: McGraw-Hill Education (UK)
ISBN: 0335237649
Format: PDF, ePub, Docs
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The idea of a 'scholarship' of teaching and learning in Higher Education (HE) is relatively new and less mature, in some respects, than scholarship in some other disciplines. The first title, "The Scholarship of Teaching and Learning in Higher Education", is a 'keystone' for the "Helping Students to Learn" series in the sense that it binds it together, introducing the idea of scholarship in HE teaching and learning: what does 'scholarship' mean in this context, what is its purpose and value, how is it achieved, and what purposes might it serve for individuals and institutions? The series combines practical and theoretical material to support new lecturers. This book defines the field of HE teaching and learning, with an international frame of reference, including strategies for continuing professional development.The key objectives of the book are: to explore the meaning and nature of the scholarship of teaching and learning in HE from a range of perspectives; to analyse the forms and characteristics of this scholarship in practice; to introduce the theoretical underpinnings of a scholarly approach, pointing to a range of literature, directing readers to a range of perspectives in the literature; to discuss the purpose and value of scholarship in this area; to define and demonstrate scholarly approaches in this context; to define the field of HE teaching and learning, with an international frame of reference, including key debates; to propose strategies for continuing professional development in this discipline; to prompt readers to adopt a strategic approach to their development as teachers; and, to encourage and enable contributions to the scholarship of HE teaching and learning from across the disciplines.

Engaging Student Voices in the Study of Teaching and Learning

Author: Carmen Werder
Publisher: Stylus Pub Llc
ISBN: 9781579224202
Format: PDF, Kindle
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This book addresses the all-important dimensions of collaboration in the study of learning raised by such questions as: Should teachers engage students directly in discussions and inquiry about learning? To what extent? What is gained by the collaboration? Does it improve learning, and what do shared responsibilities mean for classroom dynamics, and beyond? Practicing what it advocates, a faculty-student team co-edited this book, and faculty-student (or former student) teams co-authored eight of its eleven chapters. The opening section of this book explores such dimensions of student voices in the scholarship of teaching and learning (SoTL) as power and authority in the classroom, collaborative meaning-making, and the role of students as both learners and experts on their own learning. It opens up the process of knowledge-building to a wider group of participants, and expands our conception of who has expertise to contribute - for instance recognizing students' "insider" knowledge of themselves as learners. Using various institutional models to illustrate these foundational concepts, part one provides a context for understanding the detailed examples that follow. The case studies in the second half of the volume illustrate how these concepts play out inside and outside the classroom when students shift from serving as research subjects in a SoTL study to working as independent researchers or as partners with faculty in such work as studying curricular design/redesign, readings, requirements, and assessment. This co-inquiry brings the principles and benefits of the broader undergraduate research movement to the topic of teaching and learning. It also increases student researchers' sense of themselves as independent learners. While recognizing the impossibility of engaging every student in the scholarship of teaching and learning in every course, the editors and contributors make the case for making such opportunities available as broadly as possible because, as this volume also makes clear, this is transformational work - with the potential to produce paradigm shifts, turning points, new insights, and changes in classroom culture - for both faculty and students. The contributors demonstrate how they validated student voices in theory, method, and methodology across a wide variety of disciplines and while engaging with different pedagogies. Disciplinary examples include: anthropology, communication, chemistry, criminal science, education, English, geography, history, human services, mathematics, psychology, sociology, theater arts, philosophy, and political science.

Enhancing Learning Through the Scholarship of Teaching and Learning

Author: Kathleen McKinney
Publisher: John Wiley & Sons
ISBN: 047063197X
Format: PDF, Docs
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The Challenges and Joys of Juggling There has been growing demand for workshops and materials to help those in higher education conduct and use the scholarship of teaching and learning. This book offers advice on how to do, share, and apply SoTL work to improve student learning and development. Written for college-level faculty members as well as faculty developers, administrators, academic staff, and graduate students, this book will also help undergraduate students collaborating with faculty on SoTL projects. Though targeted at those new to the field of SoTL, more seasoned SoTL researchers and those attempting to support SoTL efforts will find the book valuable. It can be used as an individual reading, a shared reading in SoTL writing circles, a resource in workshops on SoTL, and a text in seminars on teaching. Contents include: Defining SoTL The functions, value, rewards, and standards for SoTL work Working with colleagues, involving students, writing grants, integrating SoTL into your professional life, and finding useful resources Practical and ethical issues associated with SoTL work Making your SoTL public and documenting your work The status of SoTL in disciplinary and institutional contexts Applying the goals of SoTL to enhance student learning and development.