Koli Calling is online

2021 ◽  
Vol 53 (3) ◽  
pp. 3-3
Author(s):  
Seppälä Otto ◽  
Andrew Petersen
Keyword(s):  
Education Research ◽  
Teaching And Learning ◽  
Single Track ◽  
Scholarship Of Teaching ◽  
International Conference ◽  
Moderate Size

Koli Calling is a single-track international conference dedicated to the scholarship of teaching and learning and to education research in computing. The conference is known for its moderate size, intimate atmosphere, and lively discussions.

A Worthy Endeavor

2018 ◽  
Author(s):  
Jacqueline M. Dewar
Keyword(s):  
Education Research ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Significant Time ◽  
Traditional Research ◽  
Time And Energy

Chapter 0 calls for wide participation in the scholarship of teaching and learning (SoTL) by faculty at all types of institutions, including faculty active in traditional research. The chapter provides examples of many well-known scientists, engineers, and mathematicians who eventually devoted significant time and energy to improving education in their disciplinary fields. While acknowledging the difficulty of doing both traditional research and SoTL, it cautions against ruling out the possibility of undertaking a scholarly study of learning simply because of lack of expertise in education research. Numerous benefits that may accrue to instructors who do investigate learning in their own classrooms are described.

The Scholarship of Teaching and Learning and Higher Education Research

2020 ◽  
pp. 56-69
Author(s):  
Peter Ling
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Teaching And Learning ◽  
Academic Work ◽  
Higher Education Research ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
Academic Activity ◽  
Contentious Issue ◽  
Academic Activities

In this chapter, understandings of the scholarship of teaching and learning and of education research are reviewed, exploring the boundaries of each and the possibilities for overlap. Distinguishing these concepts has practical value in defining the components of academic work, and the form of credit given for academic activities. The conclusion reached is that an academic activity may involve both scholarship of teaching and learning and education research, provided that, inter alia, it involves systematically investigating a contentious issue or a gap in current understandings of education, in a form sufficient to warrant conclusions that have the potential to contribute to current understandings of pedagogy or other aspects of education. A sample of current publications concerning scholarship of teaching and learning is reviewed to illustrate possible relationships between writing related to the scholarship of learning and teaching and education research.

Understanding the Scholarship of Teaching and Learning (SoTL)

2018 ◽  
Author(s):  
Jacqueline M. Dewar
Keyword(s):  
Education Research ◽  
Teaching And Learning ◽  
Junior Faculty ◽  
Critical Issue ◽  
Undergraduate Teaching ◽  
Scholarship Of Teaching ◽  
Science Technology ◽  
Scholarly Teaching ◽  
And Mathematics

Chapter 1 describes the origins of the scholarship of teaching and learning (SoTL) movement and explores the distinctions among SoTL, good teaching, and scholarly teaching. It also discusses the development of discipline-based education research (DBER) into undergraduate teaching and learning in science, technology, engineering, and mathematics (STEM) fields. Since this varies by discipline, the chapter provides some details and additional references for the origins of DBER in physics, biology, chemistry, and engineering. It then examines in more depth the distinctions between SoTL and education research in the discipline of mathematics. The chapter discusses the critical issue of how to evaluate SoTL work. It acknowledges the spectrum of possibilities for how the work is valued for tenure and promotion, and closes with a discussion of implications for junior faculty who wish to engage in SoTL.

What is the American Physiological Society's ITL and who are the members of PECOP?

2016 ◽  
Vol 40 (2) ◽  
pp. 239-242 ◽  
Author(s):  
Barbara E. Goodman ◽  
Marsha Lakes Matyas
Keyword(s):  
Education Research ◽  
Community Of Practice ◽  
Teaching And Learning ◽  
Evidence Based ◽  
Conference Program ◽  
American Physiological Society ◽  
Scholarship Of Teaching ◽  
Education Community ◽  
Education Levels

The American Physiological Society Teaching Section has developed a biennial Institute on Teaching and Learning (ITL) through the APS Conference Program. The first ITL was held in June 2014, and the second ITL will be in June 2016. A Physiology Education Community of Practice was created to help connect the institute participants and other physiology educators to share evidence-based teaching in physiology at all education levels and ideas for the Scholarship of Teaching and Learning and Discipline-Based Education Research in physiology. This editorial describes the origins and outcomes of the ITL and the advantages of joining the Physiology Education Community of Practice.

scholarly journals Building a Community of Scholars in Educational Research: A Case Study for Success

2011 ◽  
Vol 2 (4) ◽  
Author(s):  
Nancy C. Brahm ◽  
Tamra S. Davis ◽  
Gretchen L. Peirce ◽  
Michelle M. Lamb
Keyword(s):  
Education Research ◽  
Educational Research ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Faculty Members ◽  
Scholarship Of Teaching ◽  
Teaching Community ◽  
Research Scholarship ◽  
Conducting Research

Objective: To present the model of the Education Research/Scholarship of Teaching Community of Scholarship (EdCOS) as one Community of Scholars (COS) within a department of pharmacy. Case Study: A case study describing the Education Research/Scholarship of Teaching Community of Scholars (EdCOS). Faculty members were self-selected into one or more of eight COS. The EdCOS was comprised of 14 members. The EdCOS developed a vision statement to "foster and support a learning culture that enables faculty to capture and evaluate teaching and learning experiences." The process by which the EdCOS set out to initiate this COS will be discussed. Since its inception all members of the EdCOS have become IRB Certified. Through a combined project, members had the opportunity to develop, learn, and acquire experience in areas of conducting research from the conception of a project through final submission of the manuscript. Departmental publications and grant funding increased over the years after the implementation of the COS. Conclusion: Although cause and effect cannot be explicitly determined, the EdCOS has had a positive impact on its members building confidence, experience, and ideas for future projects.   Type: Idea Paper

scholarly journals Knowledge for teaching, knowledge about teaching: exploring the links between education research, scholarship of teaching and learning (SOTL) and scholarly teaching

2015 ◽  
Author(s):  
Jennifer Case
Keyword(s):  
Education Research ◽  
Teaching And Learning ◽  
University Teaching ◽  
Output Analysis ◽  
Scholarship Of Teaching ◽  
Teaching Knowledge ◽  
Knowledge For Teaching ◽  
Research Scholarship ◽  
Research Findings ◽  
Scholarly Teaching

The relationship between education research and the scholarship of teaching and learning (SOTL) is still debated, while a distinction has been made between scholarly teaching and SOTL. This study compares and contrasts two programmes of work that took place in a particular 2nd year engineering course, both led by the author. The first programme was an educational research project investigating student learning in the course. The second programme was a period of teaching, leading to some SOTL output. Analysis of the knowledge drawn on in teaching, confirms that good university teaching is not a direct application of research findings but rather draws on a broad and largely tacit practical base of knowledge. The article also offers a deliberation on whether it is productive to maintain the distinction between education research and SOTL.

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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