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 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.

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

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.

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.

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.

scholarly journals A Theoretically Grounded Framework for Integrating the Scholarship of Teaching and Learning

2016 ◽  
Vol 16 (2) ◽  
pp. 39-55 ◽  
Author(s):  
Jill K. Walls
Keyword(s):  
Effective Teaching ◽  
Human Development ◽  
Teaching And Learning ◽  
Ecological Theory ◽  
Theoretical Framework ◽  
College Level ◽  
Scholarship Of Teaching ◽  
General Overview ◽  
Interdisciplinary Nature ◽  
Research Findings

SoTL scholars have written about the importance and utility of teaching from a guiding theoretical framework. In this paper, ecological theory and specifically Bronfenbrenner’s Process, Person, Context, Time (PPCT) model, is examined as a potential framework for synthesizing SoTL research findings to inform effective teaching at the college level. A general overview of the PPCT model of human development and its connections to current topics and areas of inquiry in the SoTL literature are provided. The benefit of adopting an ecologically-based framework to better understand and exploit the interdisciplinary nature of SoTL is discussed.

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