scholarly journals Re-positioning SoTL toward the T-shaped Community

2021 ◽  
Vol 9 (1) ◽  
pp. 262-278
Author(s):  
Michelle Eady ◽  
Earle Abrahamson ◽  
Corinne Green ◽  
Mayi Arcellana-Panlilio ◽  
Lisa Hatfield ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Modern Society ◽  
Scholarship Of Teaching ◽  
Tertiary Institutions ◽  
Academic Knowledge ◽  
Life Long Learning ◽  
Multiple Threads ◽  
Conceptual Paper ◽  
The Impact

Amongst a range of changes that have taken place within tertiary education, perhaps the most revolutionary has been a shift to student-centred approaches focused on life-long learning. Accompanying this approach to holistic higher education (HE) has been a growing interest in, and understanding of, the Scholarship of Teaching and Learning (SoTL). SoTL has, at its core, a deep concern with student learning and is therefore well-aligned with higher education’s renewed focus on its students. In this conceptual paper, we examine the impact of the T-shaped person which many tertiary institutions are operationalizing to inform and connect the development of students’ deep disciplinary knowledge with non-academic and employment readiness skills (such as communication, problem-solving, teamwork, and critical thinking). Importantly, we argue for a re-positioning of SoTL to complement and support this model, with SoTL as both the fulcrum and the fluid, multiple threads of discourse that are intricately entwined around the structure of the T-shaped model. We encourage our colleagues to strive to be T-shaped practitioners and we cast a vision of a T-shaped community. Here, all stakeholders within HE connect both their academic knowledge and holistic skills in collaborative ways to produce learners who flourish in modern society. The SoTL community plays a pivotal role in achieving this vision and is well-positioned to expand the current notion of SoTL toward a more holistic, interconnected, central role in HE.

scholarly journals Re-positioning SoTL toward the T-shaped Community

2021 ◽  
Vol 9 (1) ◽  
pp. 262-278
Author(s):  
Michelle Eady ◽  
Earle Abrahamson ◽  
Corinne Green ◽  
Mayi Arcellana-Panlilio ◽  
Lisa Hatfield ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Modern Society ◽  
Scholarship Of Teaching ◽  
Tertiary Institutions ◽  
Academic Knowledge ◽  
Life Long Learning ◽  
Multiple Threads ◽  
Conceptual Paper ◽  
The Impact

Amongst a range of changes that have taken place within tertiary education, perhaps the most revolutionary has been a shift to student-centred approaches focused on life-long learning. Accompanying this approach to holistic higher education (HE) has been a growing interest in, and understanding of, the Scholarship of Teaching and Learning (SoTL). SoTL has, at its core, a deep concern with student learning and is therefore well-aligned with higher education’s renewed focus on its students. In this conceptual paper, we examine the impact of the T-shaped person which many tertiary institutions are operationalizing to inform and connect the development of students’ deep disciplinary knowledge with non-academic and employment readiness skills (such as communication, problem-solving, teamwork, and critical thinking). Importantly, we argue for a re-positioning of SoTL to complement and support this model, with SoTL as both the fulcrum and the fluid, multiple threads of discourse that are intricately entwined around the structure of the T-shaped model. We encourage our colleagues to strive to be T-shaped practitioners and we cast a vision of a T-shaped community. Here, all stakeholders within HE connect both their academic knowledge and holistic skills in collaborative ways to produce learners who flourish in modern society. The SoTL community plays a pivotal role in achieving this vision and is well-positioned to expand the current notion of SoTL toward a more holistic, interconnected, central role in HE.

scholarly journals TETFUND GRANTS: EXAMINING THE IMPACT OF TETFUND FUNDING ON THE SCHOLASTIC SKILLS OF SCHOLARS

2021 ◽  
Vol 9 (4) ◽  
pp. 540-543
Author(s):  
Vincent, O. Asogwa ◽  
◽  
Emmanuel N. Ezugwu ◽  
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Academic Staff ◽  
Study Data ◽  
Higher Learning ◽  
Teaching And Research ◽  
Tertiary Institutions ◽  
Institutions Of Higher Learning ◽  
Simple Regression Analysis ◽  
The Impact

The establishment of the Tertiary Education Trust Fund is aimed at promoting education in Nigeria. It is achieving its objectives today by providing funding that enhances teaching and learning in tertiary institutions. This study aims to examine the impact of this funding on Nigerian scholars teaching and research abilities. Seventy-two academic staff of two Institutions of Higher Learning participated in the study. Data was collected using a self-developed instrument designed to ascertain Tetfund fundings influence on the lecturers motivation and commitment to teaching and research. The result of the simple regression analysis conducted revealed that Tetfund funding statistically significantly predicted teaching and research. The study concludes that Tetfund financing is crucial in teaching research in Nigerias academia. It is recommended that tertiary institutions encourage their academic staff to access the funding fully.

scholarly journals Developing Faculty Communities of Practice to Expand the Use of Effective Pedagogical Techniques

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Mark Hoyert ◽  
Cynthia O'Dell
Keyword(s):  
Student Success ◽  
Communities Of Practice ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Retention Rates ◽  
First Year ◽  
Scholarship Of Teaching ◽  
Pedagogical Techniques ◽  
The Impact ◽  
Faculty Group

The scholarship of teaching and learning literature is replete with examples of pedagogical techniques that have been demonstrated to be effective in improving learning, motivation, and student success. The extension of these techniques beyond the original context has tended to be slow, difficult, and incomplete. The following paper examines an intervention designed to encourage the exploration and use of a variety of pedagogical techniques by faculty in a traditional, four-year college faculty within the context of the AASCU Re-imagining the First Year Initiative. Small groups of six to eight faculty, joined and created communities of practice. The groups were known as Pedagogical Interest Groups, or PIGs for short. The faculty read about and analyzed a series of pedagogical techniques and committed to introducing at least one technique into their courses to further explore the techniques. When the techniques were successful, the faculty members redesigned entire classes to expand the impact. The communities of practice were successful in encouraging faculty to explore a wide variety of techniques. The average faculty group explored eight different pedagogical techniques. Faculty were able to use the opportunity to experiment with techniques with the support from their colleagues in their PIG. A dozen techniques were explored across the PIGs and dozens of class sections have been completely redesigned. To date, over 2000 students have experienced redesigned courses. Measures of student success, satisfaction, and interest in those sections have increased. The effort has been accompanied by a robust increase in the campus-wide retention rates. ​

Peer Assessment for Development of Preservice Teachers

2011 ◽  
pp. 263-280
Author(s):  
Lorraine Gilpin ◽  
Yasar Bodur ◽  
Kathleen Crawford
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Classroom Teaching ◽  
Teacher Education Programs ◽  
Peer Observation ◽  
Education Programs ◽  
Scholarship Of Teaching ◽  
The Impact

Peer assessment holds tremendous potential to positively impact the development of preservice teachers. The purpose of this chapter is to describe our findings on the impact of different forms of peer observation and feedback on preservice teachers’ skills in analyzing classroom teaching and their perceptions of their experience with peer assessment. In addition to reporting our findings, we draw from the Scholarship of Teaching and Learning literature to present peer assessment as a medium to overcome structured isolation that is present in the practice of teaching. According to our study, peer observation and feedback is beneficial to preservice teachers’ learning. However, to maximize its effectiveness, a culture of peer assessment should be established in teacher education programs.

scholarly journals The 4M framework as analytic lens for SoTL’s impact: A study of seven scholars

2020 ◽  
Vol 8 (1) ◽  
pp. 76-90
Author(s):  
Nicola Simmons
Keyword(s):  
Teaching And Learning ◽  
Motivation Theory ◽  
Scholarship Of Teaching ◽  
Four Levels ◽  
Postsecondary Teaching ◽  
The Impact

The Scholarship of Teaching and Learning (SoTL) encompasses research on postsecondary teaching and learning across all disciplines. Why do scholars engage in the study of teaching and learning? What supports and challenges do they encounter? What is the impact of SoTL? Using a micro-meso-macro-mega (4M) framework, I explore these questions in interviews with seven SoTL scholars from various disciplines in one institution. Primarily, this article provides a case study illustration of the use of the micro-meso-macro-mega framework to explore SoTL. In addition to exploring participants’ reflections vis-à-vis the four levels, I reflect on possible connections to motivation theory as a lens for themes arising from the participants’ accounts of supports and barriers and the impact of their SoTL work.

scholarly journals Enhancing the Emotional Intelligence of Students: Helping the Critical Few

2019 ◽  
Vol 19 (3) ◽  
Author(s):  
Kara Wolfe
Keyword(s):  
Emotional Intelligence ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Instructional Methods ◽  
Hospitality Management ◽  
Scholarship Of Teaching ◽  
Social Competencies ◽  
The Impact

Research has shown that students’ emotional intelligence (EI) can be enhanced with time intensive instructional methods other studies are inconclusive. I looked at the impact of including short EI lessons in an introductory hospitality management class. Results show that students who started with low EI increased their scores significantly; however, those with medium and high EI did not. More intensive EI lessons may be needed for those who start with higher levels of EI. Scholarship of Teaching and Learning (SoTL) reflections were used and the results of the current study were also compared to other similar studies to identify EI teaching methods among faculty in other disciplines. My recommendations are included for those who want to incorporate EI lessons into their classes to enhance students’ emotional and social competencies.

scholarly journals Pathways for improving support for the electronic management and marking of assignments

2012 ◽  
Vol 28 (2) ◽  
Author(s):  
Eva Heinrich ◽  
John Milne ◽  
Bruce Granshaw
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Learning System ◽  
Cognitive Fit ◽  
Tertiary Institutions ◽  
Assignment Management ◽  
E Learning ◽  
Learning Management ◽  
Practical Experiences ◽  
Specific Implementation

<blockquote>This article investigates the support e-learning can provide for the management and marking of assignments. The work is contextualised in the importance of assessment with assignments in tertiary education, in the theories about high quality marking of assignments, and the practical experiences of academics at tertiary institutions. The tasks that need to be carried out as part of assignment management and marking are detailed. A set of requirements is derived based on the education literature and on practical needs established in interviews with academics. Possible architectures for an e-learning system implementing these requirements are suggested and arguments are provided towards using an architecture that combines existing learning management system functionality for assignments with a specialised assignment management and marking application. A specific implementation based on <em>Moodle</em>and <em>Lightwork</em> is introduced. The article concludes with thoughts on the cognitive fit of learning management systems for assignment marking tasks and their core roles in supporting teaching and learning.</blockquote><p> </p>

scholarly journals Chasing impact: The tale of three SoTL studies

2020 ◽  
Vol 8 (1) ◽  
pp. 91-107
Author(s):  
Ekaterina Pechenkina
Keyword(s):  
Teaching And Learning ◽  
Evaluation Methodology ◽  
Scholarship Of Teaching ◽  
Innovative Teaching ◽  
What Works ◽  
Shared Goal ◽  
The Impact

This article queries the notion of impact in studies of teaching and learning located within the field of Scholarship of Teaching and Learning (SoTL). Grounded in literature focused on measuring and challenging the impact in SoTL, and primarily on the “what works” question, the author proposes a rubric by which to judge various levels and dimensions of impact achieved in SoTL-focused projects. To operationalize it, the rubric is applied to three completed projects, which while differing in their initial scope and intended outputs were united by a shared goal of improving learning by the means of innovative teaching. By using the rubric to analyze these projects’ outputs, strengths and weaknesses of each project’s design and evaluation methodology are revealed. Diverse levels and dimensions of impact are identified and discussed. The author invites scholars of teaching and learning to use, test, and critique the rubric in the context of their completed or in-progress studies.

scholarly journals Community, Connections and Innovation in Emergency Remote Teaching and Learning

2021 ◽  
pp. 141-168
Author(s):  
Sandra Healy ◽  
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching And Learning ◽  
Online Courses ◽  
Tertiary Education ◽  
First Year ◽  
Academic English ◽  
Community Connections ◽  
First Year University ◽  
The Impact

The emergence of the Covid-19 virus had an enormous impact on all of our lives and significantly affected the lives of first-year university students in Japan who began their tertiary education during the initial lockdown. This chapter examines the impact the move online had on these students by analysing videos created by them as part of their academic English as a Foreign Language (EFL) coursework. The videos were analysed, and 12 themes emerged which were used as a foundation for new practices focusing on the development of community and connections in online courses, particularly the use of e-mentors.

Delightfully, Difficult Work

2010 ◽  
pp. 169-183
Author(s):  
Karen Weller Swanson
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Scholarship Of Teaching ◽  
Continuous Growth ◽  
Whole Person ◽  
Ways Of Thinking ◽  
Transformational Growth ◽  
The Impact ◽  
Support Students

Many times students enroll in courses with the sole intention of learning new content or skills. While this is a reasonable goal, a longer term vision for students towards one of a transformed individual educates the whole person. Transformation through education has been studied for years (Kegan, 1994; Baxter-Magolda & King, 2004; and Belenky et al., 1986). This chapter is designed to examine the framework that explains the process of the transformational growth of students in becoming self-authoring. This chapter will also discuss the scholarly role that transformation plays for instructors through the Scholarship of Teaching and Learning (SoTL). Both theories have similar requirements for reflection, dialogue with peers and continuous growth. The need to design experiences that explicitly support students to reflect on their assumptions, consider alternative perspectives, develop a content language, and make connections between theory and practice will be discussed. The impact of explicitly making these ideas transparent to students illustrates the importance of modeling and valuing reflective feedback by instructors to enhance the learning process. Ideally, well-designed course dynamically shapes instructors’ thinking about their teaching and students‘ ways of thinking about their learning.

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