scholarly journals 13. Have You, My Little Serpents, a New Skin? Transforming English Studies and the Scholarship of Teaching and Learning

2012 ◽  
Vol 5 ◽  
pp. 75
Author(s):  
Lee Easton ◽  
Kelly Hewson
Keyword(s):  
Teaching And Learning ◽  
English Studies ◽  
Critical Question ◽  
Scholarship Of Teaching ◽  
English Teaching ◽  
Systematic Reflection ◽  
Pedagogical Research ◽  
Tacit Assumptions ◽  
New Skin

King and Knight (2010) argue that English Studies' instructors must "articulate and develop their tacit assumptions [about English teaching] and create a discipline-grounded idiom for pedagogical research and reflection" (p. 323).  We suggest that the scholarship of teaching and learning (SoTL) invites English educators to reflect more deeply about the assumptions upon which our favoured methodologies are based.  At the same time, SoTL's often uncritical reliance on students' umarked voices for many of its insights troubles us.  We suggest that while the scholarship of teaching and learning can provide the necessary structure for systematic reflection about English Studies' pedagogies, SoTL would benefit from a more substantial engagement with what English Studies calls theory. In so doing, SoTL can add another critical question to its agenda: "For whom do these practices work?"

Investigating the classroom: Journeying from consuming to producing the scholarship of teaching and learning

2016 ◽  
Vol 24 (1) ◽  
pp. 112-122 ◽  
Author(s):  
Kathleen S. Lowney
Keyword(s):  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Use Of Data ◽  
Pedagogical Research

This article discusses one faculty member’s journey from reading about others’ pedagogical research to her use of data from her own classes to create new scholarship of teaching and learning.

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 A Review of Action Research in Teaching and Learning: A Practical Guide to Conducting Pedagogical Research in Universities

2016 ◽  
Author(s):  
Johanna Tunon
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Action Research ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Practical Guide ◽  
Quantitative And Qualitative Research ◽  
Pedagogical Research ◽  
Research Action

Action Research in Teaching and Learning: A Practical Guide to Conducting Pedagogical Research in Universities by Lynn S. Norton provides a useful resource for those in higher education interested in using action research. Action research takes place when educational practitioners reflect on their approach to education and test pedagogical theories with research that is then presented for consideration within the institution and in the wider academic arena. After making a case for the use of action research as an important part of the scholarship of teaching and learning that should take place in higher education, the author discusses the steps for conducting action research— from identifying the problem to addressing quantitative and qualitative research approaches and publishing the results.

scholarly journals The Scholarship of Teaching and Learning in Canadian Post-Secondary Mathematics: 2000-2010

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Bernard S Chan ◽  
Lindi M Wahl
Keyword(s):  
Teaching And Learning ◽  
Secondary Mathematics ◽  
Similar Data ◽  
Publication Type ◽  
Scholarship Of Teaching ◽  
Post Secondary ◽  
Changing Trends ◽  
Emerging Themes ◽  
Pedagogical Research ◽  
Critical Resources

Published accounts of pedagogical experience and pedagogical research are critical resources to post-secondary mathematics instructors, and yet the quantity and scope of this literature is rarely summarized or reviewed. In this contribution, we analyze recent peer-reviewed journal publications regarding post-secondary mathematics, published by Canadian scholars. We classified this scholarship by institution, publication year, type of pedagogical scholarship, and by topic. We highlight topics of continual interest, changing trends in time and newly emerging themes. This review therefore provides a benchmark of current scholarship in this important area, as well as a point of comparison for similar data from other countries, and other disciplines. Les comptes rendus publiés sur les expériences pédagogiques et la recherche sur la pédagogie sont des ressources essentielles pour les enseignants de mathématiques au niveau postsecondaire. Pourtant, la quantité et la portée de cette documentation font rarement l’objet de résumés ou d’analyses. Dans cet article, nous analysons les publications récentes de chercheurs canadiens sur les mathématiques au niveau postsecondaire, qui ont paru dans des revues révisées par les pairs. Nous avons classé ces publications par établissement, année de publication, type de recherche et sujet. Nous mettons en lumière les sujets d’intérêt constant, les tendances en évolution au fil du temps et les thèmes émergents. Cette recension constitue donc une référence sur les recherches universitaires actuelles dans ce domaine important ainsi qu’un point de comparaison pour des données similaires provenant d’autres pays et d’autres disciplines.

scholarly journals MegaSoTL: Supporting pedagogical research across multiple institutions

2021 ◽  
Author(s):  
Sara Nasrollahian Mojarad ◽  
Laura Cruz
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Teaching And Learning ◽  
Potential Contribution ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
Education Literature ◽  
Higher Education Pedagogy ◽  
Pedagogical Research ◽  
Teaching In Higher Education

MegaSoTL projects are SoTL projects that generate evidence of learning from multiple institutions. While being increasingly practiced, MegaSoTL projects and their potential contribution to improve higher education pedagogy remain understudied in higher education literature. In this paper, we introduce Transparency in Learning and Teaching in Higher Education (TILT) and ManyClasses, as two MegaSoTL case studies and we describe their research goals, processes and administration. We then discuss the potentials and challenges of MegaSoTL projects for educational developers to promote the scholarship of teaching and learning at micro and mega levels. The paper concludes with recommendations to develop a collaborative infrastructure for supporting MegaSoTL projects.

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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