Cultivating a culture of scholarly teaching and learning in a college of engineering: An ecological design approach

2020 ◽  
Vol 25 (2) ◽  
pp. 165-176
Author(s):  
Nicola W. Sochacka ◽  
Joachim Walther ◽  
John R. Morelock ◽  
Nathaniel J. Hunsu ◽  
Peter H. Carnell
Keyword(s):  
Teaching And Learning ◽  
Design Approach ◽  
Ecological Design ◽  
Scholarly Teaching ◽  
College Of Engineering

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.

scholarly journals Placing Education: The School as Architectural Space

Paideusis ◽  
2020 ◽  
Vol 16 (3) ◽  
pp. 5-14
Author(s):  
Neil Gislason
Keyword(s):  
Design Theory ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Spatial Theory ◽  
Ecological Design ◽  
Learning Support ◽  
Multiple Forms ◽  
School Architecture ◽  
Conceptual Foundation ◽  
Architectural Space

School architecture is a vital part of the learning environment: An educational facility should actively support learning processes which are grounded on an applied, multidisciplinary curriculum. This paper argues, accordingly, that a school should provide flexible educative spaces which properly enable multiple forms of teaching and learning. Support for this thesis is drawn from spatial theory, John Dewey’s writing on educative spaces, architectural writing and ecological design theory. It is finally posited that we need move beyond certain industrial-era assumptions about learning, in order to lay the conceptual foundation for a dynamic notion of architecture for education.

Designing Online Learning Programs

2011 ◽  
pp. 586-595 ◽  
Author(s):  
Judith V. Boettcher
Keyword(s):  
Online Learning ◽  
Design Process ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Student Assessment ◽  
Design Approach ◽  
Learning Programs ◽  
Core Elements ◽  
Vygotskian Theory ◽  
Layered Design

This article describes a design process for online learning programs that builds on a philosophical base grounded in learning theory, instructional design, and the principles of the process of change. This design process is a six-layered design approach that promotes congruency at the six levels of institution, infrastructure, program, course, unit /activity and student assessment. The conceptual framework for the design process is based on the Vygotskian theory of cognition that focuses on the four core elements of any teaching and learning experience — the learner, the faculty/teacher/mentor, the content /knowledge /skill to be acquired/or problem to be solved, and the environment or context within which the experience will occur. A set of principlebased questions for designing effective and efficient online learning programs assists in implementing this design approach.

Effect of Accreditation on Quality of Teaching and Learning and Multi-Disciplinary Collaboration

2017 ◽  
pp. 234-242
Author(s):  
Nasser Hosseinzadeh ◽  
Abdullah Al-Badi
Keyword(s):  
Teaching And Learning ◽  
Formal Education ◽  
Multidisciplinary Teams ◽  
Computer Engineering ◽  
Educational Approach ◽  
Sultan Qaboos University ◽  
Agricultural Engineering ◽  
Multidisciplinary Education ◽  
College Of Engineering

Usually, so far, formal education mostly focuses on treating only strictly separated and specialized topic areas, called disciplines. However, as the need for cooperation between professionals oriented from different disciplines grows, the need for a multidisciplinary educational approach becomes more and more important. For a technical education to be completed, it is no longer enough to train scientists and engineers solely in technical areas. In development and implementation of technology-driven applications, multidisciplinary issues should be properly addressed in the academic sense. The College of Engineering at Sultan Qaboos University (SQU) has addressed this issue of multidisciplinary education by developing and offering interdisciplinary programs such as Mechatronics program, which is jointly offered by the Department of Electrical and Computer Engineering (ECE) and Department of Mechanical and Industrial Engineering (MIE), and also transdisciplinary programs such as a specialization in biomedical signals and medical devices (approved, but not yet offered at the time of writing this book chapter, 2016) and a program in agricultural engineering. Also, to make engineering graduates capable of working effectively in multidisciplinary teams, final-year projects (FYP) of multidisciplinary nature has been defined and implemented by the students under the supervision of faculty members.

Pedagogical Issues

2005 ◽  
pp. 181-292
Author(s):  
Badrul Khan
Keyword(s):  
Content Analysis ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Media Analysis ◽  
Design Approach ◽  
Pedagogical Issues ◽  
Audience Analysis ◽  
Learning Content ◽  
E Learning ◽  
Analysis Design

The pedagogical dimension of e-learning encompasses a large set of issues relating to teaching and learning: content analysis, audience analysis, goal analysis, media analysis, design approach, and organization, learning strategies and blending strategies. The following is an outline for the chapter:• Content analysis • Audience analysis • Goal analysis • Medium analysis • Design approach • Instructional strategies • Organization • Blending strategies

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