Toward a New Creative Scholarship of Educational Development: The Teaching and Learning Project and an Opening to Discourse

Faculty fellows have long-served as a staple of centers for teaching and learning (CTLs), but, to date, little to no evidence has been gathered regarding their broader impact. The current study provides a snapshot of U.S.-based faculty fellows programs today, based on a comprehensive review of CTL websites. We categorize faculty fellows programs across five modalities that reflect decades of evolution and adaptation in the field of educational development. Our findings are intended to provide the foundation for new pathways of research, practice, and inquiry regarding the implementation of CTL fellowship programs.

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Structures and Considerations for SoTL Educational Development

Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL) - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-7998-2212-7.ch003 ◽

2020 ◽

pp. 43-59

Author(s):

Jennifer C. Friberg ◽

Lauren Scharff

Keyword(s):

Organizational Structure ◽

Teaching And Learning ◽

Educational Development ◽

Colleges And Universities ◽

Scholarship Of Teaching ◽

The World

Colleges and universities around the world share a broad focus on education. However, unique characteristics and priorities across institutions may lead to vastly different educational development opportunities for the Scholarship of Teaching and Learning (SoTL) and levels of impact for the SoTL efforts (e.g., micro, meso, macro, mega). This chapter is organized in two distinct parts. Part 1 examines five different structures typical for SoTL educational development with a focus on their organizational structure within the institution and the SoTL expertise of individuals who that lead these efforts. Strengths and limitations of each structure are presented. Part 2 provides a discussion of critical considerations that impact all SoTL educational development efforts regardless of the type of structure that exists within an institution.

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6: Toward a Scholarship of Teaching and Learning in Educational Development

To Improve the Academy ◽

10.1002/j.2334-4822.2007.tb00476.x ◽

2007 ◽

Vol 25 (1) ◽

pp. 93-108 ◽

Cited By ~ 17

Author(s):

Peter Felten ◽

Alan Kalish ◽

Allison Pingree ◽

Kathryn M. Plank

Keyword(s):

Teaching And Learning ◽

Educational Development ◽

Scholarship Of Teaching

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29. Two Models for Introducing Graduate Students to the Scholarship of Teaching and Learning

Collected Essays on Learning and Teaching ◽

10.22329/celt.v3i0.3259 ◽

2011 ◽

Vol 3 ◽

pp. 177

Author(s):

Natasha Patrito Hannon ◽

Svitlana Taraban-Gordon

Keyword(s):

Student Engagement ◽

Graduate Students ◽

Effective Teaching ◽

Student Learning ◽

Graduate Student ◽

Teaching And Learning ◽

Educational Development ◽

Faculty Members ◽

Development Programs ◽

Scholarship Of Teaching

Graduate students aspiring to become faculty members should be provided with meaningful opportunities to explore the scholarship of teaching and learning (SoTL) and to formulate questions about student learning and effective teaching. To this end, teaching and learning centres should incorporate SoTL-oriented components within the framework of educational development programs to prepare our future faculty. This article briefly reviews the emerging literature on graduate student engagement with SoTL and highlights two possible approaches for incorporating SoTL into educational development programs for graduate students.

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Theory as a verb: working with dilemmas in educational development

Scholarship of Teaching and Learning in the South ◽

10.36615/sotls.v2i1.53 ◽

2018 ◽

Vol 2 (1) ◽

pp. 129

Author(s):

Lynn Coleman ◽

Lucia Thesen

Keyword(s):

Teaching And Learning ◽

Meaning Making ◽

Educational Development ◽

The South ◽

Scholarship Of Teaching ◽

Creative Commons

In this reflective piece, Lynn Coleman and Lucia Thesen explore dilemmas of practice and theory in light of the contested nature of knowledge and meaning-making in educational development. How to cite this reflective piece: COLEMAN, Lynn; THESEN; Lucia. Reflective piece: theory as a verb: working with dilemmas in educational development. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 129-135, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=53 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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Inquire, Imagine, Innovate: A Scholarly Approach to Curriculum Practice

Collected Essays on Learning and Teaching ◽

10.22329/celt.v12i0.5421 ◽

2019 ◽

Vol 12 ◽

pp. 155-165

Author(s):

Michelle Yeo ◽

Jennifer Boman ◽

Julie Mooney ◽

Andrea Phillipson ◽

Luciano Da Rosa dos Santos ◽

...

Keyword(s):

Higher Education ◽

Appreciative Inquiry ◽

Teaching And Learning ◽

Educational Development ◽

Institutions Of Higher Education ◽

Phase Approach ◽

Three Phase

This paper describes the development of a three-phase approach our team of educational developers finds useful in curriculum projects in our Teaching and Learning Centre. Informed by the literature on the importance of flexibility and iteration (Knight, 2001; Wolf, 2007) and an orientation towards Appreciative Inquiry (Srivastra & Cooperrider, 1990), we contextualize our work in relation to others in the Canadian educational development landscape. Additionally, we highlight the importance of recognizing micro, meso, and macro levels of influence in institutions of higher education (Poole & Simmons, 2013). We describe our Inquire, Imagine, and Innovate, or 3-I, model for curriculum consultation, positioned by fictionalized vignettes demonstrating how each phase is applied. We conclude the paper by indicating where we are continuing to develop this work. Dans cet article, nous décrivons l’élaboration d’une approche en trois phases que notre équipe de concepteurs pédagogiques juge utile pour les programmes de notre centre d’enseignement et d’apprentissage. À partir de la recherche sur l’importance de la flexibilité et l’itération (Knight, 2001; Wolf, 2007) et d’un penchant pour l’interrogation appréciative (Srivastva et Cooperrider, 1990), nous replaçons notre recherche dans le contexte d’autres travaux dans le domaine du perfectionnement de l’enseignement au Canada. De plus, nous insistons sur l’importance de reconnaître les micro-, macro- et méso-niveaux d’influence dans les établissements d’enseignement supérieur (Poole et Simmons, 2013). Nous décrivons notre modèle 3-I – Interrogation, Imagination, Innovation – pour la consultation sur les programmes, en montrant, au moyen de fictions sur vignettes, comment chaque phrase se déroule. En conclusion, nous indiquons quelles sont les suites que nous donnons à ce travail.

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Drawing on the Principles of SoTL to Illuminate a Path Forward for the Scholarship of Educational Development

The Canadian Journal for the Scholarship of Teaching and Learning ◽

10.5206/cjsotl-rcacea.2017.2.10 ◽

2017 ◽

Vol 8 (2) ◽

Cited By ~ 4

Author(s):

Natasha Kenny ◽

Celia Popovic ◽

Jill McSweeney ◽

Kris Knorr ◽

Carolyn Hoessler ◽

...

Keyword(s):

Reflective Practice ◽

Teaching And Learning ◽

Educational Development ◽

Scholarship Of Teaching ◽

Seven Principles ◽

The Individual

There has been growing discourse related to the importance of the scholarship of educational development (SoED), but less discussion related to clearly defining principles for guiding engagement in SoED or contextualizing SoED within literature related to the scholarship of teaching and learning (SoTL). Expanding upon Felten’s (2013) principles for SoTL, as well as evolving discourse related to principles of educational development (e.g., Gibbs, 2013; Taylor & Rege Colet, 2010; Timmermans, 2014), this paper presents seven principles for SoED. Two additional principles (transforming practice and reflective practice) are added to Felten’s principles to further contextualize SoED in relation to educational development and SoTL. Three cases are provided to illustrate educational development, SoTL, and SoED within the context of these principles. The interrelationships between educational development, SoTL, and SoED are complex. While SoED offers many opportunities for further legitimizing the individual and collective practices in educational development, it also presents many additional tensions and questions for further research. On parle de plus en plus de l’importance de l’avancement des connaissances en pédagogie (ACP), mais on parle moins d’une définition claire des principes qui guident l’engagement en ACP ou de la contextualisation de l’ACP dans les publications de la recherche consacrée à l’avancement des connaissances en enseignement et en apprentissage (ACEA). Pour élargir la portée des principes pour l’ACEA présentés par Felten (2013), ainsi que celle du discours évolutif lié aux principes de la pédagogie (voir Gibbs, 2013; Taylor & Rege Colet, 2010; Timmermans, 2014), cet article présente sept principes pour l’ACP. Deux principes supplémentaires (transformation de la pratique et pratique réflective) sont ajoutés aux principes de Felten afin de contextualiser davantage l’ACP par rapport à la pédagogie et à l’ACEA. Trois cas sont présentés pour illustrer la pédagogie, l’ACEA et l’ACP dans le contexte de ces principes. Les relations entre la pédagogie, l’ACEA et l’ACP sont complexes. Alors que l’ACP offre de nombreuses possibilités pour rendre plus légitimes les pratiques individuelles et collectives en pédagogie, il présente également de nombreuses tensions et des questions supplémentaires qui pourront faire l’objet de davantage de recherche.

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The Impact of Economic Recession on Teaching and Learning Sciences in Higher Institutions in Bauchi State North Eastern Part of Nigeria

Asian Journal of Advanced Research and Reports ◽

10.9734/ajarr/2020/v14i230327 ◽

2020 ◽

pp. 18-26

Author(s):

D. Dahuwa ◽

M. S. Abdu ◽

I. Bello ◽

B. Alkali ◽

A. M. Bello ◽

...

Keyword(s):

Science Education ◽

Teaching And Learning ◽

Educational Development ◽

Negative Impact ◽

National Development ◽

Economic Recession ◽

Learning Sciences ◽

Management Staff ◽

Higher Institutions ◽

The Impact

What many nations like Nigeria need now is a functional and qualitative science education that will assist in national development. Science education has been identified to be one of the major bedrocks for the transformation of our national economy, hence must be adequately attended. This work was carried out to determine the impact of economic recession on teaching and learning sciences in higher institutions. A survey research design was adopted for the study. While a sampling random was used, using cluster as a sampling technique to select a sample of two hundred and twelve (212) respondents from Aminu Saleh College of Education, Azare , Bauchi state,Nigeria. The instrument used for the study was questionnaire, the data collected was sorted out and analyzed using frequency distribution table and simple percentage. The problems associated with educational development through teachers, students and management staff were investigated and result pointed out that, all these contributed greatly to the aforementioned negative impact economic recession has on educational development. The government, teachers, students and management staff are therefore faced with challenges of maximizing whatever allocated to them to reduce the effect of current recession on education.

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Educational Development Websites: What Do They Tell Us About How Canadian Centres Support the Scholarship of Teaching and Learning?

The Canadian Journal for the Scholarship of Teaching and Learning ◽

10.5206/cjsotl-rcacea.2010.1.4 ◽

2010 ◽

Vol 1 (1) ◽

Cited By ~ 5

Author(s):

Ros A Woodhouse ◽

Kristin A Force

Keyword(s):

Content Analysis ◽

Teaching And Learning ◽

Educational Development ◽

National Strategy ◽

Scholarship Of Teaching ◽

Learning Content

The study investigates how university educational development centres in Canada currently support faculty in developing the skills and knowledge to engage in the scholarship of teaching and learning. Content analysis of centre websites was used to identify strategies used to support SoTL. The main strategies identified were providing information and grants. Recommendations include increasing the visibility of SoTL on centre websites and integrating it with other centre activities. The data question the viability of a national strategy to improve teaching through SoTL. L’étude porte sur la façon dont les centres universitaires d’appui à la formation au Canada soutiennent actuellement les membres du corps enseignant dans le perfectionnement de leurs compétences et de leurs connaissances pour participer à l’avancement des connaissances en enseignement et en apprentissage. L’analyse du contenu des sites Web des centres a été utilisée pour déterminer les stratégies employées pour soutenir cet avancement. Les principales stratégies consistent à fournir de l’information et des bourses. Les recommandations portent sur l’augmentation de la visibilité de l’avancement de ces connaissances et sur son intégration aux activités du centre. Les données remettent en cause la viabilité d’une stratégie nationale visant à améliorer l’enseignement grâce à l’avancement des connaissances en enseignement et en apprentissage.

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