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 Enhance, Extend, Empower: Understanding Faculty Use of E-Learning Technologies

2017 ◽  
Author(s):  
Vicki Squires ◽  
Nancy Turner ◽  
Sandra Bassendowski ◽  
Jay Wilson ◽  
Susan Bens
Keyword(s):  
Teaching And Learning ◽  
Learning Technologies ◽  
Postsecondary Institutions ◽  
Perceived Barriers ◽  
Learning Technology ◽  
Scholarship Of Teaching ◽  
Individual Interviews ◽  
Student Access ◽  
E Learning ◽  
The University

There has been scant nation-wide assessment of institutional use of learning technology in Canada (Grant, 2016) and where assessment has been done of student access to e-resources, considerable variability within and across institutions has been reported (Kaznowska, Rogers, & Usher, 2011). With a broad goal of improved and increased use of learning technologies, one university wanted to explore the use of e-learning technologies across campus. The purpose of this study was to identify instructors' needs and aspirations with respect to how learning technologies at the university could be designed, implemented, and supported. The 3E framework of Enhance, Extend, Empower, proposed by Smyth, Burce, Fotheringham, & Mainka (2011), was useful in examining the underlying purposes of using e-learning technologies. For this qualitative study, the research team engaged 32 instructors in individual interviews or in focus groups to discuss how they currently use e-learning technologies, how they hope to advance their uses of these technologies, and their perceived barriers or enablers to implementation. The study has implications for practice and policy at postsecondary institutions; additionally, this study suggests possibilities for further research into the scholarship of teaching and learning in the context of e-learning technologies.

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

2014 ◽  
pp. 258-295
Author(s):  
Klara Bolander Laksov ◽  
Charlotte Silén ◽  
Lena Engqvist Boman
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Time Study ◽  
Scholarship Of Teaching ◽  
Face To Face ◽  
Introductory Course ◽  
Part Time ◽  
On Line ◽  
The Individual

In this case, 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.

scholarly journals Foreword: 2019 International Collaborative Writing Groups (ICWGs)

2021 ◽  
Vol 9 (1) ◽  
pp. 258-261
Author(s):  
Lauren Scharff ◽  
Aysha Divan ◽  
Phillip Motley
Keyword(s):  
Collaborative Research ◽  
Teaching And Learning ◽  
Collaborative Writing ◽  
Professional Staff ◽  
Writing Groups ◽  
Scholarly Writing ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
International Perspectives ◽  
International Collaborative

Collaborative research and writing across disciplines and institutions happens frequently in discipline-based research. However, opportunities for cross-collaborative scholarship in teaching and learning is limited in comparison (Kahn et al., 2013; MacKenzie and Myers, 2012). Yet the value of larger scale, team-based approaches to scholarly writing is well recognised in building networks and in providing a deeper understanding of a topic as informed by multi-disciplinary and/or international perspectives (Marquis et al., 2014; 2015; Matthews et al., 2017). It is for these reasons that the International Collaborative Writing Groups (ICWG) program that crystallises around the International Society for the Scholarship of Teaching and Learning (ISSOTL) conference is so valuable. ICWGs bring together academics, professional staff, and students to co-author learning and teaching articles on topics of shared interest. The aims are two-fold: 1) to build capacity of participants to work and write with international collaborators, and 2) to contribute meaningful and topical perspectives to the SoTL literature. 

scholarly journals Foreword: 2019 International Collaborative Writing Groups (ICWGs)

2021 ◽  
Vol 9 (1) ◽  
pp. 258-261
Author(s):  
Lauren Scharff ◽  
Aysha Divan ◽  
Phillip Motley
Keyword(s):  
Collaborative Research ◽  
Teaching And Learning ◽  
Collaborative Writing ◽  
Professional Staff ◽  
Writing Groups ◽  
Scholarly Writing ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
International Perspectives ◽  
International Collaborative

Collaborative research and writing across disciplines and institutions happens frequently in discipline-based research. However, opportunities for cross-collaborative scholarship in teaching and learning is limited in comparison (Kahn et al., 2013; MacKenzie and Myers, 2012). Yet the value of larger scale, team-based approaches to scholarly writing is well recognised in building networks and in providing a deeper understanding of a topic as informed by multi-disciplinary and/or international perspectives (Marquis et al., 2014; 2015; Matthews et al., 2017). It is for these reasons that the International Collaborative Writing Groups (ICWG) program that crystallises around the International Society for the Scholarship of Teaching and Learning (ISSOTL) conference is so valuable. ICWGs bring together academics, professional staff, and students to co-author learning and teaching articles on topics of shared interest. The aims are two-fold: 1) to build capacity of participants to work and write with international collaborators, and 2) to contribute meaningful and topical perspectives to the SoTL literature. 

scholarly journals Reflections on the Development of International Collaborative Writing Groups (ICWGs) about Teaching and Learning in Higher Education

2017 ◽  
Vol 8 (2) ◽  
Author(s):  
Mick Healey
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Future Development ◽  
Teaching And Learning ◽  
Collaborative Writing ◽  
Writing Groups ◽  
Scholarship Of Teaching ◽  
The Future ◽  
International Collaborative

This paper explores the development of a model for international collaborative writing groups (ICWGs) about teaching and learning in higher education, which began in geography in 1999 and was then transferred to the scholarship of teaching and learning community in 2012. It summarises some of the evidence which has emerged from research into the experience of participants in ICWGs. The paper ends with a few comments on the future development of the model. Dans cet article, l’auteur explore le développement d’un modèle de groupes internationaux de rédaction en collaboration portant sur l’enseignement et l’apprentissage dans l’enseignement supérieur, qui a vu le jour en géographie en 1999 et qui, plus tard, en 2012, a été transféré à la communauté de l’avancement des connaissances en enseignement et en apprentissage. L’auteur présente un résumé d’un certain nombre de preuves qui ont résulté de la recherche sur l’expérience vécue par les participants à ces groupes internationaux de rédaction. En conclusion, l’auteur présente quelques commentaires sur le développement futur de ce modèle.

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

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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