scholarly journals Good Teachers, Scholarly Teachers and Teachers Engaged in Scholarship of Teaching and Learning: A Case Study from McMaster University, Hamilton, Canada

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Susan Vajoczki ◽  
Philip Savage ◽  
Lynn Martin ◽  
Paola Borin ◽  
Erika D.H. Kustra
Keyword(s):  
Present Article ◽  
Strong Correlation ◽  
Teaching And Learning ◽  
Good Teaching ◽  
Scholarship Of Teaching ◽  
Premier Cycle ◽  
Part Time ◽  
Scholarly Teaching ◽  
Mcmaster University

This paper defines and operationalizes definitions of good teaching, scholarly teaching and the scholarship of teaching and learning in order to measure characteristics of these definitions amongst undergraduate instructors at McMaster University. A total of 2496 instructors, including all part-time instructors, were surveyed in 2007. A total of 339 surveys were returned. Indices of good teaching, scholarly teaching and scholarship of teaching and learning were developed. The data illustrated a strong correlation between good teaching and scholarly teaching and between scholarly teaching and scholarship of teaching and learning. The perceived value placed upon teaching varied across the different Faculties. New instructors and those engaged in scholarly teaching and scholarship of teaching and learning perceived teaching to be more valued than their peers. Le présent article définit et opérationnalise les définitions d’enseignement efficace[1], d’enseignement érudit[2] et de la publication sur l'enseignement supérieur[3] afin de mesurer les caractéristiques de ces définitions chez les enseignants de premier cycle de l’Université McMaster. Au total, 2 496 enseignants, y compris tous ceux qui travaillent à temps partiel, ont été sondés en 2007 et 339 questionnaires ont été retournés. Les chercheurs ont élaboré des indices d’un bon enseignement, d’un très bon enseignement et d’un excellent enseignement. Les données illustrent une forte corrélation entre un bon enseignement et un très bon enseignement, de même qu’entre un très bon enseignement et un excellent enseignement. La valeur perçue accordée à l’enseignement variait selon les différentes facultés. Les nouveaux enseignants pratiquant un très bon enseignement et un excellent enseignement trouvaient l’enseignement plus utile que leurs pairs. [1] good teaching, [2] scholarly teaching, [3] scholarship of teaching and learning

Implementation of Scholarship of Teaching and Learning through an On-Line Masters Program

2017 ◽  
pp. 888-918
Author(s):  
Klara Bolander Laksov ◽  
Charlotte Silén ◽  
Lena Engqvist Boman
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Time Study ◽  
Face To Face ◽  
Introductory Course ◽  
Part Time ◽  
On Line ◽  
The Individual

In this case study, the introductory course in an international masters program in medical education (MMedEd) called “Scholarship of Medical Education” is described. Some of the background to why the MMedEd was started and the underlying ideas and principles of the program are provided. The individual course, which consists of 10 weeks part time study on-line with an introductory face to face meeting, is described in terms of the intentions and pedagogical principles underlying the design, the teaching and learning activities, and how the students were supported to achieve the intended learning activities, as well as the challenges and concerns that arose throughout and after the course. Finally, some solutions to these problems are discussed.

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 Navigating the Lows to Gain New Heights: Constraints to SoTL Engagement

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Andrea S. Webb
Keyword(s):  
Higher Education ◽  
Educational Leadership ◽  
Teaching And Learning ◽  
Educational Leaders ◽  
Academic Culture ◽  
Faculty Members ◽  
Scholarship Of Teaching ◽  
Promotion And Tenure ◽  
Scholarly Teaching ◽  
Canadian Research

Novice Scholarship of Teaching and Learning (SoTL) leaders making the transition from scholarly teaching to SoTL to SoTL Leadership face many challenges within higher education. Not only does traditional academic culture confine most academics to disciplinary silos, but promotion and tenure requirements encourage faculty members to conduct SoTL work “off the side of their desk,” if at all (Boyer, 1990; Dobbins, 2008; Webb, Wong, & Hubball, 2013). This paper shares some of the findings from a recent study that investigated what constrained educational leaders’ understanding of SoTL while enrolled in a SoTL Leadership program at a Canadian research-intensive university. The paper will also explore implications for the support and enrichment of educational leadership.

scholarly journals The 4M framework as analytic lens for SoTL’s impact: A study of seven scholars

2020 ◽  
Vol 8 (1) ◽  
pp. 76-90
Author(s):  
Nicola Simmons
Keyword(s):  
Teaching And Learning ◽  
Motivation Theory ◽  
Scholarship Of Teaching ◽  
Four Levels ◽  
Postsecondary Teaching ◽  
The Impact

The Scholarship of Teaching and Learning (SoTL) encompasses research on postsecondary teaching and learning across all disciplines. Why do scholars engage in the study of teaching and learning? What supports and challenges do they encounter? What is the impact of SoTL? Using a micro-meso-macro-mega (4M) framework, I explore these questions in interviews with seven SoTL scholars from various disciplines in one institution. Primarily, this article provides a case study illustration of the use of the micro-meso-macro-mega framework to explore SoTL. In addition to exploring participants’ reflections vis-à-vis the four levels, I reflect on possible connections to motivation theory as a lens for themes arising from the participants’ accounts of supports and barriers and the impact of their SoTL work.

scholarly journals The Neglected Case of the ‘W’: Waste or Wisdom?

2016 ◽  
Vol 16 (6) ◽  
pp. 56-71
Author(s):  
Sridhar Ramachandran ◽  
Annette Wyandotte
Keyword(s):  
Quality Of Life ◽  
Student Success ◽  
Teaching And Learning ◽  
Educational Goals ◽  
Scholarship Of Teaching ◽  
Cognitive Influences ◽  
Informed Decisions ◽  
Teaching Community

Receiving a ‘W’ for a class withdrawal differs from earning a grade of ‘D’ or ‘F,’ yet studies typically combine these elements. This study focuses on the ‘W’: 1) to urge teacher-scholars to investigate its importance and 2) scholarly teachers to engage in methods that may avert student withdrawals as well as to facilitate students to make more informed decisions before taking a ‘W.’ The article addresses the scant literature on the ‘W’ to re-contextualize a student’s decision to withdraw from a course in the broader student success literature. Studies of retention, persistence, and completion of higher educational goals widely recognize both academic and non-cognitive influences that may move a student to withdraw from college. Results of the authors’ case study presented here suggest parallels in student decisions to withdraw from a course, hoping to raise awareness within the scholarship of teaching community of the need to probe this topic, in view of in their wisdom for teaching and learning their passion to educate students for a better quality of life and work.

scholarly journals Student Learning and Conference Design: The Case of Interdisciplinary / Multidisciplinary Woolf

2015 ◽  
Vol 6 (2) ◽  
Author(s):  
Ann Martin ◽  
Kathryn Holland ◽  
Taylor Witiw
Keyword(s):  
Nous Avons ◽  
Virginia Woolf ◽  
Teaching And Learning ◽  
Disciplinary Boundary ◽  
Boundary Crossings ◽  
Institutional Structures ◽  
Premier Cycle ◽  
Scholarly Teaching ◽  
Modernist Studies ◽  
Humanities Students

Academic conferences are events geared to disciplinary specialization, and much of the SoTL literature regarding scholarly gatherings addresses their benefits for graduate student apprenticeship. In our organization of the 22nd Annual International Conference on Virginia Woolf, we explored other forms of pedagogy to augment an academic professionalization approach. In particular, we created opportunities for cross-disciplinary teaching and learning, which have particular potential for Humanities students who may end up applying their discipline-specific training in non-academic contexts and in unexpected ways. This paper explores the possibilities and limitations of the cross-disciplinary initiatives that we developed for Interdisciplinary / Multidisciplinary Woolf. Inspired by the interdisciplinarity of the early 20th century British author Virginia Woolf and the current critical movement known as the New Modernist Studies, we outline the theories behind our approach to conference pedagogy and reflect upon our intentions and methods. We also assess learning outcomes in relation to both apprenticeship and non-traditional models of conference-based instructional design, and consider the institutional structures and practices that both enable and limit the scope of cross-disciplinary research and its dissemination at the undergraduate, graduate, and faculty levels. By moving away from the field of literary studies and sharing our scholarly teaching perspective in the context of the Scholarship of Teaching and Learning, we attempt to put into motion the potentially transformative disciplinary boundary-crossings that motivated the 2012 Woolf Conference. Les colloques universitaires sont des événements axés sur la spécialisation des disciplines et une grande partie des publications en ACEA concernant les rencontres savantes traitent de leurs avantages pour l’apprentissage des étudiants de cycles supérieurs. Lors de la préparation de notre XXe Colloque international annuel sur Virginia Woolf, nous avons exploré d’autres formes de pédagogie afin d’élargir l’approche de professionnalisation académique. En particulier, nous avons créé des opportunités d’enseignement et d’apprentissage pluridisciplinaire qui présentent un potentiel particulier pour les étudiants des humanités qui vont peut-être finir par mettre en application leur formation spécifique à leur discipline à des contextes non-académiques et de manières inattendues. Cet article explore les possibilités et les limites des initiatives pluridisciplinaires que nous avons développées pour notre colloque intitulé Woolf Interdisciplinaire / Pluridisciplinaire. Inspirés par l’interdisciplinarité de l’auteure britannique du début du XXe siècle, Virginia Woolf, et par le mouvement critique actuel qu’on appelle Études du nouveau modernisme, nous présentons les théories sous-jacentes à notre approche de la pédagogie des colloques et proposons une réflexion sur nos intentions et nos méthodes. Nous évaluons également les résultats d’apprentissage par rapport à l’apprentissage lui-même et par rapport aux modèles non traditionnels de conception de l’enseignement basé sur les cours magistraux et prenons en considération les structures et les pratiques institutionnelles qui favorisent mais qui limitent également l’étendue de la recherche pluridisciplinaire et sa diffusion aux niveaux du premier cycle, des cycles supérieurs et des professeurs. En nous éloignant du domaine des études littéraires et en partageant notre perspective d’enseignement intellectuel dans le contexte de l’Avancement des connaissances en enseignement et en apprentissage, nous tentons de mettre en mouvement les possibilités de franchissement des limites disciplinaires transformateur qui ont motivé le colloque sur Virginia Woolf de 2012.

scholarly journals Conditions for Contingent Instructors Engaged in the Scholarship of Teaching and Learning

2017 ◽  
Vol 8 (2) ◽  
Author(s):  
Marie Vander Kloet ◽  
Mandy Frake-Mistak ◽  
Michelle K McGinn ◽  
Marion Caldecott ◽  
Erin D Aspenlieder ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Collaborative Writing ◽  
Postsecondary Institutions ◽  
Scholarship Of Teaching ◽  
Employment Conditions ◽  
Institutional Knowledge ◽  
Mixed Message ◽  
Conditions De Travail ◽  
Part Time ◽  
Time Periods

An increasingly large number of courses in Canadian postsecondary institutions are taught by contingent instructors who hold full- or part-time positions for contractually limited time periods. Despite strong commitments to advancing teaching and learning, the labour and employment conditions for contingent instructors affect the incentives and possibilities for them to engage in the scholarship of teaching and learning (SoTL). Through a collaborative writing inquiry, the 9 authors examine the influences of three key conditions of contingency: institutional knowledge, status, and role; invisibility and isolation; and precarity. Four composite stories demonstrate the ways varied conditions of contingency may play out in contingent instructors’ lives and typically undermine the possibilities for them to pursue SoTL. Institutions present contingent instructors with a mixed message: research and SoTL are desirable and frequently encouraged, yet contingent instructors are often ineligible or hindered from engagement. Dans les établissements d’enseignement post-secondaires canadiens, un nombre de plus en plus élevé de cours sont enseignés par des instructeurs occasionnels ayant des contrats à temps plein ou à temps partiel pour des périodes contractuelles limitées. Malgré les solides engagements pour l’avancement de l’enseignement et de l’apprentissage, les conditions de travail et d’emploi des instructeurs occasionnels affectent les motivations et les possibilités qui pourraient leur permettre de s’engager dans l’avancement des connaissances en enseignement et en apprentissage (ACEA). Grâce à une enquête menée en collaboration, les 9 auteurs examinent les influences de trois conditions clés de ces emplois occasionnels : connaissance institutionnelle, statut et rôle; invisibilité et isolement; et précarité. Quatre témoignages composés montrent les manières dont les conditions variées de ces emplois occasionnels peuvent jouer un rôle dans la vie des instructeurs occasionnels et comment cela affaiblit les possibilités auxquelles ils ont accès afin de poursuivre des activités en ACEA. Les établissements présentent la situation des instructeurs occasionnels avec un message mixte : la recherche et l’ACEA sont des activités désirables et fréquemment encouragées, toutefois les instructeurs occasionnels sont souvent empêchés de s’y engager ou inéligibles.

scholarly journals Case Study Methodology: Flexibility, Rigour, and Ethical Considerations for the Scholarship of Teaching and Learning

2015 ◽  
Vol 6 (3) ◽  
Author(s):  
Marion L Pearson ◽  
Simon P Albon ◽  
Harry Hubball
Keyword(s):  
Teaching And Learning ◽  
Ethical Considerations ◽  
Scholarship Of Teaching ◽  
Case Study Methodology ◽  
Curricular Practices ◽  
Collecte De Données ◽  
Study Methodology ◽  
The Many ◽  
Cas A

Individuals and teams engaging in the scholarship of teaching and learning (SoTL) in multidisciplinary higher education settings must make decisions regarding choice of research methodology and methods. These decisions are guided by the research context and the goals of the inquiry. With reference to our own recent experiences investigating pedagogical and curricular practices in a pharmacy program, we outline case study methodology as one of the many options available for SoTL inquiry. Case study methodology has the benefits of flexibility in terms of the types of research questions that can be addressed and the data collection methods that can be employed. Conducted with proper attention to the context of the case(s) selected, ethical treatment of participants, and data management, case studies also have the necessary rigour to be credible and generalizable. In the matter of generalization, however, we recommend that the readers of a case study draw their own conclusions about the applicability of the findings to other settings. Les particuliers et les groupes qui sont actifs dans le haut savoir en matière d’enseignement et d’apprentissage (ACEA) dans les milieux pluridisciplinaires de l’enseignement supérieur doivent prendre des décisions en ce qui concerne le choix des méthodologies et des méthodes de recherche. Ces décisions sont guidées par le contexte de la recherche et par les objectifs de l’interrogation. En nous basant sur nos propres expériences récentes quand nous avons examiné des pratiques pédagogiques et curriculaires dans un programme de pharmacie, nous décrivons la méthodologie des études de cas comme l’une des nombreuses options disponibles pour les interrogations en ACEA. La méthodologie des études de cas a l’avantage d’être souple en ce qui a trait aux types de questions de recherche qui peuvent être étudiées et aux méthodes de collecte de données qui peuvent être employées. Quand elles sont menées avec l’attention requise pour le contexte des cas choisis, le traitement éthique des participants et la gestion des données, les études de cas présentent également la rigueur nécessaire pour être crédibles et généralisables. Toutefois, en ce qui concerne la généralisation, nous recommandons que les lecteurs d’une étude de cas tirent leurs propres conclusions concernant le caractère applicable des résultats à d’autres situations.

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