Moving toward the Scholarship of Teaching and Learning: The Classroom Can Be a Lab, Too!

2008 ◽  
Vol 35 (4) ◽  
pp. 262-266 ◽  
Author(s):  
Randolph A. Smith
Keyword(s):  
Teaching And Learning ◽  
American Psychological Association ◽  
Scholarly Work ◽  
American Psychological ◽  
Scholarship Of Teaching ◽  
Scholarly Teaching ◽  
Division 2 ◽  
Over Time

Division 2 of the American Psychological Association was practicing the scholarship of teaching long before Boyer (1990) coined the term, but Boyer brought the idea to academe's consciousness. Over time, however, the scholarship of teaching and “scholarly teaching” have become confused. Based on Richlin's (2001) work, I attempt to resolve this confusion by equating the scholarship of teaching with scholarly work by faculty. In addition, I point out the parallels between assessment and the scholarship of teaching and learning (SoTL) and provide tips for faculty who want to engage in SoTL research but see roadblocks in their way.

scholarly journals American Psychology Is Becoming More International, But Too Slowly: Comment on Thalmayer et al. (2020)

2020 ◽  
Author(s):  
Gregory D. Webster ◽  
Elizabeth Mahar ◽  
Val Wongsomboon
Keyword(s):  
Multilevel Models ◽  
American Psychological Association ◽  
American Psychological ◽  
American Psychology ◽  
American Authors ◽  
Policy Proposals ◽  
Linear Decline ◽  
Over Time

Commenting on Thalmayer et al. (2020), we provide broader analysis of the national institutional affiliations of authors (2,978), editors (286), and consulting editors (2,652) from seven (vs. six) American Psychological Association (APA) journals that span over 40 (vs. 30) years. Using multilevel models, results showed that percentages of lead authors at American institutions decreased linearly and significantly and over time. Predicted mean percentages of American authors were 86% in 1978 versus 54% in 2018, a decrease of 37%. Percentages of editors and consulting editors at American institutions also decreased significantly; however the effect for consulting editors was also quadratic—the linear decline accelerated over time. Predicted mean percentages of American consulting editors at 10-year intervals (1980–2020) were 94%, 92%, 89%, 80%, and 69%. Our 2020 predicted mean of 69% American consulting editors was notably lower than Thalmayer et al.’s (2020) 2018 mean of 82%. In addition, higher-impact journals had more pronounced quadratic declines in the percentages of American consulting editors over time. American psychology continues to become more international, but not quickly enough. We concur with Thalmayer et al.’s (2020) policy proposals, especially that APA journals and their editors should actively pursue non-American associate and consulting editors.

Building Faculty SoTL Skills Through a Multi- and Interdisciplinary Writing Community of Practice

2020 ◽  
pp. 78-95
Author(s):  
Sandra Sgoutas-Emch ◽  
Judith Liu ◽  
Moriah Meyskens ◽  
Tara Ceranic Salinas ◽  
Jane Friedman ◽  
...  
Keyword(s):  
Learning Community ◽  
Community Of Practice ◽  
Teaching And Learning ◽  
Strategic Plan ◽  
Faculty Members ◽  
Scholarship Of Teaching ◽  
Educational Excellence ◽  
Writing Community ◽  
Over Time

Cultivating a community of faculty to support Scholarship of Teaching and Learning (SoTL) work at universities can be challenging. There are many obstacles to overcome—obstacles such as how to sustain such efforts over time. The Center for Educational Excellence set out to design a strategic plan designed to address certain barriers to SoTL work and to create a long-standing community of practice for a SoTL group of faculty members—a group that has lasted over nine years to date. This chapter outlines strategies employed over the years and the evolution of the interdisciplinary group from a learning community to community of practice. The stories of past and present members are included along with advice on how others may have successful programs at their universities.

A “how to” guide for developing a publishable Scholarship of Teaching project

2006 ◽  
Vol 30 (2) ◽  
pp. 83-88 ◽  
Author(s):  
Valerie Dean O'Loughlin
Keyword(s):  
Teaching And Learning ◽  
Human Subjects ◽  
Scholarship Of Teaching ◽  
Institutional Review ◽  
Specific Teaching ◽  
Scholarly Teaching ◽  
Improving Instruction ◽  
Teaching Interventions ◽  
Instruction And Learning ◽  
Pedagogical Research

In order for the efforts of scholarly teaching to be recognized, the work must become public and presented to peers for review. Scholarship of Teaching is not only improving instruction and learning but also methodically assessing whether specific teaching interventions have had the desired effect. In this paper, the author presents a step-by-step guide for how to develop a Scholarship of Teaching project that is well thought out and worthy of publication. Factors to consider before performing such pedagogical research include developing a clear research hypothesis for the classroom, reviewing the background literature, obtaining Institutional Review Board (Human Subjects) approval, and determining which methods of assessment may be used. This “how to” guide discusses how to handle all of these factors and prepare the data for publication and introduces the reader to references related to the Scholarship of Teaching and learning as well as educational research and theory.

scholarly journals Navigating the Lows to Gain New Heights: Constraints to SoTL Engagement

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Andrea S. Webb
Keyword(s):  
Higher Education ◽  
Educational Leadership ◽  
Teaching And Learning ◽  
Educational Leaders ◽  
Academic Culture ◽  
Faculty Members ◽  
Scholarship Of Teaching ◽  
Promotion And Tenure ◽  
Scholarly Teaching ◽  
Canadian Research

Novice Scholarship of Teaching and Learning (SoTL) leaders making the transition from scholarly teaching to SoTL to SoTL Leadership face many challenges within higher education. Not only does traditional academic culture confine most academics to disciplinary silos, but promotion and tenure requirements encourage faculty members to conduct SoTL work “off the side of their desk,” if at all (Boyer, 1990; Dobbins, 2008; Webb, Wong, & Hubball, 2013). This paper shares some of the findings from a recent study that investigated what constrained educational leaders’ understanding of SoTL while enrolled in a SoTL Leadership program at a Canadian research-intensive university. The paper will also explore implications for the support and enrichment of educational leadership.

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