scholarly journals Enhancing Collaboration through the Scholarship of Teaching and Learning

2014 ◽  
Vol 6 (1) ◽  
pp. 52-55
Author(s):  
Michael Perini
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Student Learning ◽  
Instructional Development ◽  
Collaborative Research ◽  
Teaching And Learning ◽  
Instructional Improvement ◽  
Scholarship Of Teaching ◽  
Research Networking ◽  
K 12

The Scholarship of Teaching and Learning (SoTL) is a discipline that emphasizes instructional development and enhanced student learning through the dissemination of practitioner theory and experience. The discipline, however, primarily considers the role and perspectives of higher education and K-12 faculty. Yet SoTL also has pragmatic implications for librarians as it promotes instructional improvement, collaborative research, networking, and professional development across the academy.

Using Mid-Semester Assessment Programs (MAPs) as a Catalyst for the Scholarship of Teaching and Learning (SoTL)

2020 ◽  
pp. 181-200
Author(s):  
Alisa Hutchinson ◽  
Anabel Stoeckle
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Student Success ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Student Feedback ◽  
Scholarship Of Teaching ◽  
Development Tool ◽  
Improve Student Learning ◽  
Innate Interest

Mid-Semester Assessment Programs (MAPs) have been successfully utilized as a professional development tool for faculty interested in improving their teaching in the context of higher education by assessing voluntary formative student feedback that guides changes instructors make in the classroom. Faculty centers and educational developers have the unique opportunity to recruit instructors via MAPs who have participated in these programs to promote and support the scholarship of teaching and learning (SoTL) among faculty who already display an innate interest in best teaching practices and are open to advancing their own teaching in order to improve student learning and to propel student success. This chapter provides a guide for educational developers who seek to become active partners for faculty to become interested and engaged in the scholarship of teaching and learning through a unique recruitment mechanism that serves as a natural steppingstone for faculty not having engaged with SoTL yet.

Writing Into the Scholarship of Teaching and Learning

2020 ◽  
pp. 161-180
Author(s):  
Kathryn Janet Meldrum ◽  
Kristi Giselsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Third Space ◽  
Theoretical Frameworks ◽  
Scholarship Of Teaching ◽  
The Third ◽  
Teaching In Higher Education

The Scholarship of Teaching and Learning (SoTL) has been suggested as an ideal vehicle for engaging faculty with professional development for teaching in higher education. However, previous authors have identified that faculty find writing about SoTL difficult. The aim of this chapter is to support educational developers (EDs) to collaborate with faculty to support writing. Two theoretical frameworks to support collaboration are proposed: the first, the Knowledge Transforming Model of Writing, to assist with the process of writing; the second, an adaptation of Brigugilio's working in the third space framework to support collaboration. The authors utilise both frameworks to reflect on their own SoTL collaboration and subsequently pose questions to support faculty and EDs to do the same. Ultimately, it is proposed that collaboration not only enhances the practices of faculty and EDs but improves what should be an important priority for the wider academy: the learning outcomes of students.

scholarly journals Introduction: 5 years of ELEUK

2020 ◽  
pp. 1-4
Author(s):  
Amparo Lallana ◽  
Lourdes Hernández Martín ◽  
Mara Fuertes Gutiérrez
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
United Kingdom ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Spanish Language ◽  
The United Kingdom ◽  
The Uk

We are delighted to be able to present to you this fifth anniversary volume which inaugurates a series of publications emanating from conferences organised by ELEUK, the Association for the Teaching of Spanish in Higher Education in the United Kingdom (www.eleuk.org). Nearly a decade ago, Spanish Language Teaching (SLT) was going from strength to strength across higher education; however, there were hardly any conferences or professional development events within the UK dedicated specifically to the teaching of Spanish. University colleagues and language professionals got together to launch a space from where to promote the teaching and learning of Spanish, foster research in SLT, provide opportunities for teacher development, facilitate collaboration among its members, and enhance subject expertise.

scholarly journals Changing teaching practice: The evolving purpose of the teacher in higher education

2021 ◽  
Vol 18 (6) ◽  
pp. 1-11
Author(s):  
Prue Gonzalez ◽  
◽  
Beate Mueller ◽  
Kevin Merry ◽  
Colin Jone ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Leadership Roles ◽  
Future Expectations ◽  
Higher Education System ◽  
Subject Matter Expertise ◽  
Cultural Historical Activity

In this Editorial, we take the opportunity to expand on the second Journal of University Teaching and Learning theme, Developing Teaching Practice. Building on Editorial 18(4), which articulated changes to higher education in the period roughly between 1980 and 2021, we believe it is pertinent to explore the changing conceptions of academic as ‘teacher’. We use Engeström’s cultural-historical activity theory as a lens to consider how higher education teachers are situated in the current context of rapid changes arising from the COVID-19 pandemic. We explore possible future purposes of higher education to consider flow-on impacts on the purpose of its teachers and how their roles might change to accommodate future expectations. We assert the need to challenge the notion of the academic as a person who is recruited into higher education largely because of their subject matter expertise and maintains strong commitment to teaching expertise that is grounded in scholarship, critical self-reflection, and agency. In our various teaching and leadership roles, and consistent with the literature, we have observed paradoxical outcomes from the nexus between risk, innovation and development, driving risk aversity and risk management, with significant (contradictory) impacts on teaching, teachers and student learning. The barriers to implementing innovative curricula include questions of do students get a standardised and ‘safe’ educational experience or are they challenged and afforded the opportunity to transform and grow? Are they allowed to fail? Related, do teachers have genuine agency, as an educator, or are they positioned as agents of a higher education system? We explore these questions and invite our readers to engage in serious reflexivity and identify strategies that help them question their attitudes, thought processes, and assumptions about teaching and student learning. We welcome papers that contribute values-based conversations seeking to continue exploring ways of dealing with and adapting to change in our teaching practices, case studies of learning through failure, change and adaptation and the development of the field.

scholarly journals The teacher’s main competencies in modern higher education

2019 ◽  
Vol 3 (I) ◽  
pp. 30-42
Author(s):  
Надія СМОЛІКЕВИЧ
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Active Role ◽  
Teaching Staff ◽  
Creative Potential ◽  
Higher Education System ◽  
Professional Activities ◽  
Teachers And Students

The article has analyzed the problems of teaching and learning at a higher educational establishment, reveals the specifics of the teacher's professional activities, the components of his or her teaching skills and deals with the issue on the necessary competencies of the teacher to provide a favorable and successful learning environment for diverse students. The emphasis has been concentrated on the specifics of teaching, research and professional development of the teaching staff, etc. It has also been emphasized the importance of creating the appropriate conditions for the full realization of the creative potential of teachers, ensuring their professional development, etc. The important characteristics of a favorable university environment have been singled out. It has been noted that teachers and students should be free in scientific research, study, evaluation, accumulation of new knowledge and its understanding. The main tasks, professional abilities and responsibilities of teachers in the global educational environment have been identified in order to help recipients of academic services to succeed in the adaptation and academic process. The successful experience of the American centers of pedagogical skill has been described in order to borrow it by the higher education system of Ukraine to ensure the development of the professional and creative potential of the teaching staff of universities. The main competencies of teachers have been determined and described, because they are necessary for providing high-quality educational services based on the educational philosophy of social-constructivism and postmodernism, which support an active role of students, social interaction and diversity in the class.

Međunarodni naučni skup na Pedagoškom fakultetu u Užicu (2011–2021): hronološki pregled i buduća perspektiva

2021 ◽  
Author(s):  
Jelena Stamatović ◽  
◽  
Mirjana Stakić
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Elementary Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Educational Assessment ◽  
Future Research ◽  
Assessment And Evaluation ◽  
Professional Development Of Teachers ◽  
The Future

The paper is based on the overview and description of ten monographs from in- ternational scientific conferences held in the period between 2011 and 2021 at the Facul- ty of Education in Uţice, and is aimed at recording topics and issues discussed in them, and making suggestions for future research of problems, goals and perspectives in the teaching and learning process. The review of the monographs from these international scientific conferences showed that the interest of theoreticians and practitioners is firmly focused on general questions of education and rearing, teaching and learning, as well as questions of educational assessment and evaluation, textbook quality, and education and professional development of teachers. Topics in the field of elementary education are predominant, so in the future, it would be worth paying more attention to the current topics in the field of preschool and higher education.

Teaching and Learning to Communicate

2013 ◽  
pp. 579-599
Author(s):  
Cynthia J. Benton ◽  
Kathleen A. Lawrence
Keyword(s):  
Preservice Teachers ◽  
Student Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Communication Competence ◽  
College Level ◽  
Education Programs ◽  
Professional Success ◽  
Evaluating Methods ◽  
K 12

Effective presentation skills and communication competence are important developmental qualities for teachers’ professional success and K-12 students’ learning. Yet identifying the definitive qualities and methods to practice and evaluate those skills has had minimal emphasis in current education programs. In addition to traditional abilities such as making clear presentations, speaking well, and articulating an argument, K-20 learners are faced with an explosion of options for accessing, organizing, and presenting information using technology. This study documents methods for college-level instruction and assessment of presentation skills, which serve as evidence of preservice teachers' readiness to demonstrate effective communication skills for K-12 student learning. The report summarized in this chapter tracks two years of creating and evaluating methods for promoting professional presentation and communication skills, and includes rubrics focused on the development and evaluation of those skills.

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