scholarly journals Naming is Power

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Nancy L. Chick ◽  
Sophia Abbot ◽  
Lucy Mercer-Mapstone ◽  
Christopher P. Ostrowdun ◽  
Krista Grensavitch
Keyword(s):  
Teaching And Learning ◽  
Career Stage ◽  
Scholarship Of Teaching ◽  
Significant Relationships ◽  
Shared Space ◽  
Citation Practices ◽  
Political Act

Citing is a political act. It is a practice that can work both sides of the same coin: it can give voice, and it can silence. Through this research, we call for those contributing to the scholarship of teaching and learning (SoTL) to attend to this duality explicitly and intentionally. In this multidisciplinary field, SoTL knowledge-producers bring the citation norms of their home disciplines, a habit that calls for interrogation and negotiation of the citation practices used in this shared space. The aim of our study was to gather data about how citation is practiced within the SoTL community: who we cite, how we cite, and what values, priorities, and politics are conveyed in these practices. We were also interested in whether any self-selected categories of identity (e.g., gender, career stage) related to self-described citation practices and priorities. Findings suggest several statistically significant relationships did emerge, which we identify as important avenues for further research and writing. We conclude with 10 principles of citation practices in SoTL. 

Surfacing disciplinarity: Citation as a site for integrative learning

2020 ◽  
pp. 147402222094473
Author(s):  
Emily Russell ◽  
Lucy Littler ◽  
Nancy Chick
Keyword(s):  
Professional Development ◽  
General Education ◽  
Teaching And Learning ◽  
Integrative Learning ◽  
Disciplinary Writing ◽  
Education Programs ◽  
Scholarship Of Teaching ◽  
Citation Practices ◽  
General Education Requirements ◽  
A Site

Despite nearly ubiquitous general education requirements for students to take courses across disciplines, disciplinarity itself is often invisible to students and taken for granted by professors. We argue that surfacing these divisions and demystifying academic structures is, paradoxically, a key step in educating students toward the crossing of intellectual borders. In this article, we engage current Scholarship of Teaching and Learning to discuss the challenges both faculty and students face in navigating multidisciplinary general education programs, and we offer a practical resource for facilitating such integrative learning and pedagogy. This resource, a two-page handout outlining the disciplinary values behind the research processes and citation practices across several academic domains, can be used in a variety of settings—including classrooms and professional development workshops—for both student and faculty audiences, to achieve multiple purposes, including teaching and learning disciplinarity; demystifying disciplinary writing conventions; and assignment-, course-, or curricular redesign.

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.

Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.

2017 ◽  
Vol 1 (1) ◽  
pp. 117
Author(s):  
Jared McDonald
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Cape Town ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Vice Chancellor ◽  
The University

Dr Jared McDonald, of the Department of History at the University of the Free State (UFS) in South Africa, reviews As by fire: the end of the South African university, written by former UFS vice-chancellor Jonathan Jansen.    How to cite this book review: MCDONALD, Jared. Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 117-119, Sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=18>. Date accessed: 12 Sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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