The Scholarship of Teaching and Learning and Higher Education Research

2020 ◽  
pp. 56-69
Author(s):  
Peter Ling
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Teaching And Learning ◽  
Academic Work ◽  
Higher Education Research ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
Academic Activity ◽  
Contentious Issue ◽  
Academic Activities

In this chapter, understandings of the scholarship of teaching and learning and of education research are reviewed, exploring the boundaries of each and the possibilities for overlap. Distinguishing these concepts has practical value in defining the components of academic work, and the form of credit given for academic activities. The conclusion reached is that an academic activity may involve both scholarship of teaching and learning and education research, provided that, inter alia, it involves systematically investigating a contentious issue or a gap in current understandings of education, in a form sufficient to warrant conclusions that have the potential to contribute to current understandings of pedagogy or other aspects of education. A sample of current publications concerning scholarship of teaching and learning is reviewed to illustrate possible relationships between writing related to the scholarship of learning and teaching and education research.

scholarly journals Effectiveness of Course Portfolio in Improving Course Quality at Higher Education

2020 ◽  
Vol 9 (3) ◽  
pp. 39
Author(s):  
Aamal Akleh ◽  
Rabab Asgher A.Wahab
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Course Quality ◽  
Learning And Teaching ◽  
Educational Processes ◽  
Academic Activities ◽  
Quality In Higher Education ◽  
Assess Quality ◽  
University Of Bahrain ◽  
Training And Support

To fulfill the demand of teaching and learning quality in Higher Education, different means of evaluating, assessing, and accrediting academic programs have evolved. The need arises on finding scientific tools to measure and assess quality at different stages of educational processes. In Higher Education, course portfolio is considered one of essential quality assurance tools used. It is used to monitor and develop activities, to help students construct knowledge, and to improve the academic activities. This paper tackles the effectiveness of such tool for improving learning and teaching processes College of Health and Sport Sciences, University of Bahrain. The results of this study showed that the college faculty have a positive perceptions towards the use of course portfolio. They also, positively perceive the usefulness of audit results of the course portfolio and show good intention towards using electronic course portfolio; however, they need more training and support to use it effectively. In this study, the benefits of course portfolio as an independent variable was found to be a significant predictor of e-portfolio acceptance. College of Health and Sport Sciences need to improve the implementation of e-portfolio system through continuous faculty feedback and improvement plans. 

scholarly journals Implementation of the utility value intervention: An adaptation of implementation science frameworks for higher education teaching and learning research

2020 ◽  
Author(s):  
Raechel N. Soicher ◽  
Kathryn A. Becker-Blease
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Implementation Science ◽  
Teaching And Learning ◽  
Evidence Based ◽  
Higher Education Research ◽  
Research Practice ◽  
Evidence Based Practices ◽  
Practical Applications ◽  
Practice Gap

The research-practice gap refers to the failure of empirical effectiveness research to translate meaningfully into practical applications. In higher education research, this is evident in the low use or uptake of evidence-based practices in college classrooms. To help address the research-practice gap, educational researchers can draw on theories, frameworks, and methodologies from implementation science. Implementation science is a field of research originating in public health specifically designed to study the variables related to the process of getting evidence-based practices into routine use. The present study adapted multiple frameworks and validated measures of implementation outcomes to identify the facilitators to and barriers of implementing a motivational intervention in university-level general psychology courses. The results highlight organizational, instructor, and student-level factors that influence implementation. The study itself provides a demonstration of how to incorporate elements of implementation science into higher education research.

scholarly journals Engaging Students as Participants and Partners: An Argument for Partnership with Students in Higher Education Research on Student Success

2018 ◽  
Vol 7 (1) ◽  
pp. 42-64 ◽  
Author(s):  
Kelly E. Matthews
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Student Success ◽  
Learning Outcomes ◽  
Chinese Student ◽  
Cross Cultural ◽  
Higher Education Research ◽  
Learning And Teaching ◽  
Learning Success ◽  
Perceptions Of Students

AbstractStudent success is of the upmost importance across the global higher education sector with a wealth of rich scholarship demonstrating the complexity of influences and factors that shape success. This article acknowledges that complexity and focuses on how students perceive, and partner in, shaping notions of their learning success through an analysis of two in-depth case studies. I draw on the theoretical framework ofstudents as partners in learning and teaching. Broader implications are articulated followed by a specific focus on cross-cultural partnership from the perspective of a Chinese student partner. I argue that higher education scholars researching student success and learning outcomes should take seriously the perceptions of students to inform practice and policy, while also partnering with students in our own research to more genuinely comprehend the complexities of student success.

scholarly journals Implementation of the utility value intervention: An adaptation of implementation science frameworks for higher education teaching and learning research

2020 ◽  
Author(s):  
Raechel N. Soicher ◽  
Kathryn A. Becker-Blease
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Implementation Science ◽  
Teaching And Learning ◽  
Evidence Based ◽  
Higher Education Research ◽  
Research Practice ◽  
Evidence Based Practices ◽  
Practical Applications ◽  
Practice Gap

The research-practice gap refers to the failure of empirical effectiveness research to translate meaningfully into practical applications. In higher education research, this is evident in the low use or uptake of evidence-based practices in college classrooms. To help address the research-practice gap, educational researchers can draw on theories, frameworks, and methodologies from implementation science. Implementation science is a field of research originating in public health specifically designed to study the variables related to the process of getting evidence-based practices into routine use. The present study adapted multiple frameworks and validated measures of implementation outcomes to identify the facilitators to and barriers of implementing a motivational intervention in university-level general psychology courses. The results highlight organizational, instructor, and student-level factors that influence implementation. The study itself provides a demonstration of how to incorporate elements of implementation science into higher education research.

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.

Thriving in Academia: Understanding and Managing the Complexities of Faculty Work

2012 ◽  
Vol 15 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Ketevan Mamiseishvili
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Community Engagement ◽  
Everyday Life ◽  
Work Setting ◽  
Higher Education Research ◽  
Faculty Work ◽  
College And University ◽  
Teaching Research ◽  
University Settings

In this paper, I will illustrate the changing nature and complexity of faculty employment in college and university settings. I will use existing higher education research to describe changes in faculty demographics, the escalating demands placed on faculty in the work setting, and challenges that confront professors seeking tenure or administrative advancement. Boyer’s (1990) framework for bringing traditionally marginalized and neglected functions of teaching, service, and community engagement into scholarship is examined as a model for balancing not only teaching, research, and service, but also work with everyday life.

Student Variables that Predict Retention: Recent Research and New Developments

NASPA Journal ◽  
2003 ◽  
Vol 40 (4) ◽  
Author(s):  
Robert D. Reason
Keyword(s):  
Higher Education ◽  
Education Research ◽  
College Student ◽  
Student Retention ◽  
Demographic Characteristics ◽  
Individual Student ◽  
Higher Education Research ◽  
College Student Retention ◽  
New Developments ◽  
Changing Demographics

This article reviews recent research related to the study of college student retention, specifically examining research related to individual student demographic characteristics. The increasing diversity of undergraduate college students requires a new, thorough examination of those student variables previously understood to predict retention. The retention literature focuses on research conducted after 1990 and emphasizes the changing demographics in higher education. Research related to a relatively new variable —the merit-index—also is reviewed, revealing potentially promising, but currently mixed results.

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