How to Perform Educational Research in Reacting to the Past Settings: A Primer for the Scholarship of Teaching and Learning

2017 ◽  
pp. 193-219
Author(s):  
Colleen M. Kuusinen ◽  
C. Edward Watson
Keyword(s):  
Educational Research ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
The Past

scholarly journals Introduction: The Scholarship of Teaching and Learning in Counselling Psychology

2021 ◽  
Vol 55 (1) ◽  
pp. 1-6
Author(s):  
Robert A. Roughley ◽  
Toupey Luft ◽  
Jill Cummings
Keyword(s):  
Canadian Journal ◽  
Teaching And Learning ◽  
Special Issue ◽  
Scholarship Of Teaching ◽  
Post Secondary ◽  
The Past ◽  
Counsellor Education ◽  
Faculty Scholarship ◽  
Regulatory Bodies ◽  
Counselling Psychology

Over the past 30 years, the field of counselling psychology has experienced many new insights and shifting practices into counsellor education, practitioner and faculty scholarship, and larger systems including post-secondary institutions, accreditation councils, and regulatory bodies. One of the central contributions to this expanding landscape is the Scholarship of Teaching and Learning (SoTL). In this introduction to the present special issue of Canadian Journal of Counselling and Psychotherapy, the authors outline the trends and developments in SoTL and discuss current applications of SoTL to the field of counselling psychology. They highlight the importance of these applications for moving the field of counselling forward. Each of the four articles within this special issue is described briefly through the lens of its contributions to SoTL within counselling psychology.

Overcoming Challenges to Impactful SoTL

2020 ◽  
pp. 366-387
Author(s):  
Sherry Fukuzawa ◽  
Dianne Ashbourne ◽  
Fiona Rawle
Keyword(s):  
Educational Research ◽  
Research Design ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Institutional Culture ◽  
Faculty Members ◽  
Ethical Considerations ◽  
Scholarship Of Teaching ◽  
Scholarly Identity ◽  
Institutional Challenges

In order for teaching and learning to improve throughout an institution, the Scholarship of Teaching and Learning (SoTL) must be valued within institutional culture and contribute to the scholarly identity of researchers. This chapter emphasizes some of the challenges for SoTL researchers, whether educational developers or faculty members, to consider as they begin their foray into educational research. SoTL challenges are divided into four inter-related themes: (1) scholarly identity, (2) institutional challenges, (3) accessing and searching the SoTL literature, and (4) conducting SoTL research (SoTL research design, methodology, funding and time commitments, and ethical considerations). The chapter includes a series of opportunities and resources to help SoTL researchers reframe these challenges into opportunities for their institutions.

What History is good for: Service-learning and studying the past

2009 ◽  
Vol 2 (3) ◽  
pp. 50-73 ◽  
Author(s):  
Michael Smith
Keyword(s):  
Service Learning ◽  
Liberal Arts ◽  
Teaching And Learning ◽  
Liberal Arts College ◽  
Scholarship Of Teaching ◽  
Reflective Process ◽  
Social Sciences And Humanities ◽  
The Past ◽  
The Social ◽  
Rich Data

Many disciplines in the social sciences and humanities can offer profound insights into what it means to be human. History, however, encompasses the totality of human experience: economics, politics, philosophy, art, ethics, sociology, science - all of it becomes part of history eventually. Therefore, the opportunities for incorporating service-learning (carefully integrating community service with academic inquiry and reflecting on insights derived from such integration) into history courses abound. Many historians have taken advantage of this opportunity. Few historians have undertaken a scholarly investigation of the learning taking place in their service-learning courses, however. Indeed, despite the fact that the reflective process so central to service-learning lends itself remarkably well to the scholarship of teaching and learning (it generates very rich data on both the affective and content-based learning students are experiencing), there has been little published SoTL research from any discipline about service-learning. Drawing on qualitative evidence from an honours course comprised of 16 students at a private liberal arts college in the northeastern United States, I argue that not only does service-learning in history lead to more active citizenship, but that it also leads to deeper appreciation of an historical perspective as a key ingredient for being an engaged citizen.

scholarly journals Participant perceptions of the faculty development Educational Research Series

2020 ◽  
Vol 8 (1) ◽  
pp. 221-245
Author(s):  
Nancy Dalgarno ◽  
Corinne Laverty ◽  
Rylan Egan ◽  
Kendall Garton ◽  
Eleftherios Soleas ◽  
...  
Keyword(s):  
Faculty Development ◽  
Educational Research ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Adult Learning Theory ◽  
Academic Development ◽  
Development Program ◽  
Faculty Development Program ◽  
Scholarship Of Teaching ◽  
Individual Support

Interest in the Scholarship of Teaching and Learning (SoTL) is driven in part by the need to provide systematic academic development for faculty anchored in evidence-based practice such as the introduction of quality assurance frameworks. This article reports on a mixed-method evaluation of one institution’s grassroots multidisciplinary faculty development program, called the Educational Research Series, to determine if it met the needs of its faculty, graduate student, and staff participants. Conducted at one mid-sized university in southern Ontario and framed, as was the program design and implementation, by both adult learning theory and constructivism, the evaluation collected data from session exit surveys, attendee interviews, and facilitator focus groups. The data analysis revealed that reasons for participating included increasing levels of understanding, receiving individual support, and learning about colleagues’ research interests. The major strengths of the program included individual learning, resources, facilitator expertise, interactive sessions, and the multidisciplinary focus. The main challenges centered on depth versus breadth of the sessions, time, and educational language and theory. Participants recommended additional resources, communication among facilitators, institutional recognition, and increased depth of content. As a result of this evaluation, an Advanced Educational Research Series is being offered at the institution. This article will inform other institutions wishing to build SoTL as a field within their institutions.

Strengthening the Scholarship of Teaching and Learning via Experimentation

2008 ◽  
Vol 35 (4) ◽  
pp. 301-304 ◽  
Author(s):  
Frank M. LoSchiavo ◽  
Mark A. Shatz ◽  
Devereaux A. Poling
Keyword(s):  
Educational Research ◽  
Teaching And Learning ◽  
National Policy ◽  
Experimental Designs ◽  
Small Scale ◽  
Educational Settings ◽  
Scholarship Of Teaching ◽  
Scientific Methods ◽  
Teaching Of Psychology

In recent years, national policy experts have questioned the overall quality of educational research, and they have suggested that researchers strengthen their scientific methods by maximizing the use of experimental designs. To promote more rigorous methodology, we discuss several new and often-overlooked opportunities for incorporating experimentation into the scholarship of teaching and learning in psychology. Although experiments can be difficult to conduct in educational settings, our methodological suggestions are particularly well-suited for relatively small-scale studies, like those typically published in Teaching of Psychology.

The past, present, and future of scholarship of teaching and learning in psychology.

2019 ◽  
Vol 5 (2) ◽  
pp. 97-120 ◽  
Author(s):  
Regan A. R. Gurung ◽  
Aaron Richmond ◽  
Michelle Drouin ◽  
R. Eric Landrum ◽  
Andrew N. Christopher
Keyword(s):  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
The Past

scholarly journals Constructive friction? Charting the relation between educational research and the Scholarship of Teaching and Learning

2020 ◽  
Vol 8 (1) ◽  
pp. 61-75
Author(s):  
Maria Larsson ◽  
Katarina Mårtensson ◽  
Linda Price ◽  
Torgny Roxå
Keyword(s):  
Educational Research ◽  
Thematic Analysis ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Community Membership ◽  
Over Time

While educational research and the Scholarship of Teaching and Learning (SoTL) are overlapping fields, over time there has appeared considerable friction between the two. There are claims that educational research has been tainted by SoTL’s emergence and that those engaged in SoTL lack adequate training. They maintain that those engaged in SoTL would benefit from a better understanding of educational research theories and methods. Some engaged in SoTL perceive educational research as too distanced from practice. What underpins these perceived differences between the two fields? How might this friction be explained? The study described in this article explored empirical, interview-based viewpoints from new and experienced educational researchers and SoTL scholars, respectively. Participants were purposefully drawn from attendees at two European conferences specializing in educational research and SoTL. The data was examined using thematic analysis and focused mainly on the perceived differences between these communities. The central themes that emerged where differences occurred are community membership and governance, scope and purpose of inquiry, and intended recipients of inquiry results. Some differences include what and who determines the value of the contribution to the field and why it is valuable. This article provides an empirically based understanding of the relative attributes of both communities. We hope that it leads to future discussions about further developing fruitful and constructive interrelationships.

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