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

2010 ◽  
Vol 1 (1) ◽  
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.

Structures and Considerations for SoTL Educational Development

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.

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

2007 ◽  
Vol 25 (1) ◽  
pp. 93-108 ◽  
Author(s):  
Peter Felten ◽  
Alan Kalish ◽  
Allison Pingree ◽  
Kathryn M. Plank
Keyword(s):  
Teaching And Learning ◽  
Educational Development ◽  
Scholarship Of Teaching

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

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.

scholarly journals Theory as a verb: working with dilemmas in educational development

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/  

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

2017 ◽  
Vol 8 (2) ◽  
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.

Pedagogical Issues

2005 ◽  
pp. 181-292
Author(s):  
Badrul Khan
Keyword(s):  
Content Analysis ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Media Analysis ◽  
Design Approach ◽  
Pedagogical Issues ◽  
Audience Analysis ◽  
Learning Content ◽  
E Learning ◽  
Analysis Design

The pedagogical dimension of e-learning encompasses a large set of issues relating to teaching and learning: content analysis, audience analysis, goal analysis, media analysis, design approach, and organization, learning strategies and blending strategies. The following is an outline for the chapter:• Content analysis • Audience analysis • Goal analysis • Medium analysis • Design approach • Instructional strategies • Organization • Blending strategies

What Should Students Understand After Taking Introduction to Sociology?

2007 ◽  
Vol 35 (4) ◽  
pp. 300-314 ◽  
Author(s):  
Caroline Hodges Persell ◽  
Kathryn M. Pfeiffer ◽  
Ali Syed
Keyword(s):  
Content Analysis ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Learning Goals ◽  
Scholarship Of Teaching ◽  
Introductory Sociology ◽  
Introductory Course ◽  
Research Gap ◽  
Teaching Award ◽  
Research Questions

Sociologists have long reflected on what should be taught in sociology. In recent years, the Scholarship of Teaching and Learning (SoTL) has produced several important publications on key principles and learning goals for the introductory course. However, little current work has systematically examined what peer-recognized leaders in the field deem important for introductory sociology. This paper is an effort to fill this research gap. Our research questions include: What do leaders think students should understand after an introduction to sociology course? Do the goals of Teaching Award winners differ from those of other leaders? How do the leaders' goals compare with those expressed in leading SoTL publications? To address these questions, we interviewed a sample of 44 leaders in 2005-2006. Using qualitative content analysis, we systematically coded, analyzed, and compared their goals.

scholarly journals A typology for catalyzing pedagogical change: Fostering multiple pathways through SoTL

2021 ◽  
Author(s):  
Deandra Little ◽  
Jessie L. Moore
Keyword(s):  
Case Studies ◽  
Teaching And Learning ◽  
Educational Development ◽  
Cost Benefit Analysis ◽  
Cost Benefit ◽  
Benefit Analysis ◽  
Pedagogical Change ◽  
Ecosystem Models ◽  
Scholarship Of Teaching ◽  
The Cost

AbstractBuilding on ecosystem models that examine individuals’ development within professional environments (Roxå, 2014; Hannah & Lester, 2009), we explore how campus centers for educational development and research can provide a range of experiences for faculty to learn about scholarship of teaching and learning (SoTL), conduct individual or collaborative – and sometimes multi-institutional – SoTL, and go public with their work. Using extended case studies of colleagues who have become increasingly more active in SoTL, we created a typology of the experiences that supported their development. The case studies illustrate that offering a variety of educational development options at different institutional levels and with different time commitments enables developers to meet faculty where they are – and to provide growth opportunities for deepening SoTL commitments. Our typology can help educational developers prioritize among potential programs by considering the cost-benefit analysis not only for individual faculty but also for micro-, meso-, and macro-level institutional cultures.

scholarly journals Decolonizing nature/knowledge: indigenous environmental thought and feminist praxis

2019 ◽  
Vol 3 (1) ◽  
pp. 77
Author(s):  
Nosheen Ali ◽  
Binish Samnani ◽  
Abdul Wali Khan ◽  
Najmi Khatoon ◽  
Barkat Ali ◽  
...  
Keyword(s):  
Environmental Education ◽  
Teaching And Learning ◽  
Educational Development ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Graduate Seminar ◽  
Environmental Thought ◽  
Spiritual Intimacy ◽  
Indigenous Thought ◽  
Collaborative Article

This faculty-student collaborative article is a result of a graduate seminar on ‘Environmental Education’ taught at the Aga Khan University’s Institute for Educational Development in Karachi, and it illuminates new perspectives and pedagogies of nature from the global South, specifically South Asia. Drawing inspiration from feminist and indigenous thought, the narratives of ecology shared here center the place of emotions, experience, memory and spiritual intimacy, offering one means of decolonizing environmental studies and expanding our understanding of ‘environmental consciousness’. These narratives defy ontologies of nature-human separation, capturing not just the co-existence of animals, spirits and humans but their co-constitution. Such indigenous ecologies of knowledge and wisdom, we argue, offer a timely corrective to fragmented and exploitative constructions of the natural environment as mere resource, pleasure, or commodity, while providing a profound, alternative basis for a richly layered, spirited, environmental education.   How to cite this article:  ALI, Nosheen; SAMNANI, Binish; WALI KHAN, Abdul; KHATOON, Najmi; ALI, Barkat; ASFUNDYAR, Sadia; ASLAM, Muhammad; AMIRALI, Sumaira. Decolonizing nature/knowledge: indigenous environmental thought and feminist praxis. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 77-91, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=80&path%5B%5D=36   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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