Applying the Scholarship of Teaching and Learning Beyond the Individual Classroom

2020 ◽  
Vol 52 (4) ◽  
pp. 462
Author(s):  
Cynthia P. Cadieux
Keyword(s):  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
The Individual

scholarly journals Drawing on the Principles of SoTL to Illuminate a Path Forward for the Scholarship of Educational Development

2017 ◽  
Vol 8 (2) ◽  
Author(s):  
Natasha Kenny ◽  
Celia Popovic ◽  
Jill McSweeney ◽  
Kris Knorr ◽  
Carolyn Hoessler ◽  
...  
Keyword(s):  
Reflective Practice ◽  
Teaching And Learning ◽  
Educational Development ◽  
Scholarship Of Teaching ◽  
Seven Principles ◽  
The Individual

There has been growing discourse related to the importance of the scholarship of educational development (SoED), but less discussion related to clearly defining principles for guiding engagement in SoED or contextualizing SoED within literature related to the scholarship of teaching and learning (SoTL). Expanding upon Felten’s (2013) principles for SoTL, as well as evolving discourse related to principles of educational development (e.g., Gibbs, 2013; Taylor & Rege Colet, 2010; Timmermans, 2014), this paper presents seven principles for SoED. Two additional principles (transforming practice and reflective practice) are added to Felten’s principles to further contextualize SoED in relation to educational development and SoTL. Three cases are provided to illustrate educational development, SoTL, and SoED within the context of these principles. The interrelationships between educational development, SoTL, and SoED are complex. While SoED offers many opportunities for further legitimizing the individual and collective practices in educational development, it also presents many additional tensions and questions for further research. On parle de plus en plus de l’importance de l’avancement des connaissances en pédagogie (ACP), mais on parle moins d’une définition claire des principes qui guident l’engagement en ACP ou de la contextualisation de l’ACP dans les publications de la recherche consacrée à l’avancement des connaissances en enseignement et en apprentissage (ACEA). Pour élargir la portée des principes pour l’ACEA présentés par Felten (2013), ainsi que celle du discours évolutif lié aux principes de la pédagogie (voir Gibbs, 2013; Taylor & Rege Colet, 2010; Timmermans, 2014), cet article présente sept principes pour l’ACP. Deux principes supplémentaires (transformation de la pratique et pratique réflective) sont ajoutés aux principes de Felten afin de contextualiser davantage l’ACP par rapport à la pédagogie et à l’ACEA. Trois cas sont présentés pour illustrer la pédagogie, l’ACEA et l’ACP dans le contexte de ces principes. Les relations entre la pédagogie, l’ACEA et l’ACP sont complexes. Alors que l’ACP offre de nombreuses possibilités pour rendre plus légitimes les pratiques individuelles et collectives en pédagogie, il présente également de nombreuses tensions et des questions supplémentaires qui pourront faire l’objet de davantage de recherche.

Research Paradigms Underpinning Scholarship of Teaching and Learning Papers

2020 ◽  
pp. 70-82
Author(s):  
Kym Fraser ◽  
Ekaterina Pechenkina
Keyword(s):  
Teaching And Learning ◽  
Original Sample ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
Research Paradigms ◽  
The Individual ◽  
Dominant Paradigm

In this second edition of this chapter, the authors re-examine the question of paradigms underpinning contemporary Scholarship of Learning and Teaching (SoTL) research. Focusing on the same journals from the original sample, the authors applied the same methodological tools to the new sample which comprised randomly selected articles published in 2018. The authors identified the paradigm underpinning each article by looking at the stated or implied intent of the article's authors, the drivers of their research (axiology), the nature of the knowledge/understanding developed from their research (epistemology), the literature and methods used, and the outcomes of their work. Using the classification of research paradigms employed in this book, the neo-positivist, inductive mode emerged as the dominant paradigm in both journals, accounting for over half of the papers in both the individual and combined samples. The findings are discussed in terms of their application to future SoTL research.

Implementation of Scholarship of Teaching and Learning through an On-Line Masters Program

2014 ◽  
pp. 258-295
Author(s):  
Klara Bolander Laksov ◽  
Charlotte Silén ◽  
Lena Engqvist Boman
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Time Study ◽  
Scholarship Of Teaching ◽  
Face To Face ◽  
Introductory Course ◽  
Part Time ◽  
On Line ◽  
The Individual

In this case, the introductory course in an international masters program in medical education (MMedEd) called “Scholarship of Medical Education” is described. Some of the background to why the MMedEd was started and the underlying ideas and principles of the program are provided. The individual course, which consists of 10 weeks part time study on-line with an introductory face to face meeting, is described in terms of the intentions and pedagogical principles underlying the design, the teaching and learning activities, and how the students were supported to achieve the intended learning activities, as well as the challenges and concerns that arose throughout and after the course. Finally, some solutions to these problems are discussed.

scholarly journals Beyond Decoding the Disciplines 1.0

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
David Pace
Keyword(s):  
Social Learning ◽  
Teaching And Learning ◽  
Original Model ◽  
Scholarship Of Teaching ◽  
The Individual

   Decoding the Disciplines has emerged as one of the foremost approaches to the scholarship of teaching and learning (SoTL) and is being used to increase learning across the globe. But it is often not recognized that the paradigm has undergone enormous changes since its appearance in 2004. The original model has been clarified and perfected, but scholars of teaching and learning have also expanded the scope of this work to include emotional, bodily, and social learning; created new roles for students in these investigations; and explored learning beyond the individual. Some of these changes have been so far reaching that they may be said to constitute a new version of the paradigm, Decoding 2.0. It is the purpose of this article to provide an overview of this paradigm’s development since it first appeared on the SoTL stage. 

scholarly journals Why do we bother? Exploring biologists' motivations to share the details of their teaching practice

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 46
Author(s):  
Graham Scott
Keyword(s):  
Career Paths ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Scholarship Of Teaching ◽  
Teaching And Research ◽  
The Individual ◽  
The Uk ◽  
Do So

There exists in the UK (and across the global HE sector) a community of practitioners who define themselves as biologists but who are more than that. They are reflective educators involving themselves in the Scholarship of Teaching and Learning (SoTL). In this paper I explore the motivations of these individuals to disseminate the detail of their teaching practice. I reflect upon my own experience and my observations of the experiences of others and in doing so I explore common enablers/disablers to engagement with SoTL. I discuss the prime importance of a supportive disciplinary SoTL community and of inspirational individuals (peers and managers alike). I reflect upon the tensions that exist between teaching and research focused career paths and I consider the possibility that this tension is of variable significance. I conclude that the barriers to individual engagement with SoTL can be overcome and that the individual drive to do so is a powerful one.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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