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Engaged Alienation: Sotl, Inclusivity, And The Problem Of Integrity, Michael K. Potter, Jessica Raffoul
Engaged Alienation: Sotl, Inclusivity, And The Problem Of Integrity, Michael K. Potter, Jessica Raffoul
International Journal for the Scholarship of Teaching and Learning
The scholarship of teaching and learning (SoTL) defines itself as an inclusive field of study, and scholars have long lauded its ability to engage academics from each and every discipline. Yet SoTL’s research culture has long been dominated by a narrow conception of social science. As a result, the lived experience of scholars from other disciplines, particularly the humanities, is one of engaged alienation. The borders created by SoTL’s research paradigm are invisible to those within and somewhat impenetrable to those who are othered by virtue of their disciplinary identities. This paper interrogates the contradictions between SoTL’s espoused values and …
Exploring The Effects Of Team-Based Learning In A Preservice Reading Methods Course, Lauren R. Brannan, Hannah D. Szatkowski
Exploring The Effects Of Team-Based Learning In A Preservice Reading Methods Course, Lauren R. Brannan, Hannah D. Szatkowski
International Journal for the Scholarship of Teaching and Learning
Teacher educators are tasked with preparing preservice teachers with both the content and pedagogical knowledge and skills to teach children to read. In this study we investigated the use of team-based learning (TBL) in a reading methods course as a framework for improving student learning outcomes. TBL is an instructional approach that has been used across a variety of fields in higher education but has only recently made its way into teacher preparation programs. Using mixed methods, we compared TBL to the traditional lecture to explore whether participation in TBL affected preservice elementary teachers’ level of preparation for class, achievement …
A Collaborative Self-Study: Reflections On Convening A Sotl Community Of Practice, Rebecca Wilson-Mah Dr., Jo Axe Dr., Elizabeth Childs Dr., Doug Hamilton Dr., Sophia Palahicky Dr.
A Collaborative Self-Study: Reflections On Convening A Sotl Community Of Practice, Rebecca Wilson-Mah Dr., Jo Axe Dr., Elizabeth Childs Dr., Doug Hamilton Dr., Sophia Palahicky Dr.
International Journal for the Scholarship of Teaching and Learning
Communities of practice (CoPs) can provide opportunities for diverse and inclusive groups to convene, share, collaborate, and support others. Using a self-study research approach combined with a visual research method, this study explores both scholarly and practice-based insights to describe the anticipated attributes of a high functioning CoP for the support of collaborative engagement in Scholarship of Teaching and Learning (SoTL). The following nine emergent attributes are identified: 1) Structures; (2) Social environments; (3) Diversity; (4) Knowledge, learning and ideas; (5) Support; (6) Shared leadership; (7) Risk; (8) Results and impact; and (9) Growth over time. This study contributes to …
The Effect Of Flipped Instruction On Special Education Preservice Teachers' Perceptions, Cynthia C. Massey, Selcuk Dogan, Edward Anthony Muhammad, Eric Hogan, Cindy N. Head, Jackie Kim
The Effect Of Flipped Instruction On Special Education Preservice Teachers' Perceptions, Cynthia C. Massey, Selcuk Dogan, Edward Anthony Muhammad, Eric Hogan, Cindy N. Head, Jackie Kim
International Journal for the Scholarship of Teaching and Learning
This study analyzes the flipped instruction model used in three special education educator preparation courses to examine which components preservice teachers perceived most contributed to their content knowledge, motivation, and engagement (n=50). Weekly pre-class asynchronous assignments included the use of educational technology tools such as an interactive e-textbook site, Perusall, and online academic activities such as Khan Academy to strengthen their content knowledge. This allowed more time for a student-centered approach during synchronous instruction to incorporate tools such as Nearpod, Pear Deck, Flipgrid and digital badges to strength-en their motivation and engagement. Data were collected through a post-course survey; results …
Service-Learning To Develop Responsiveness Among Preservice Teachers, Elizabeth S. White
Service-Learning To Develop Responsiveness Among Preservice Teachers, Elizabeth S. White
International Journal for the Scholarship of Teaching and Learning
The purpose of this study was to examine the benefits, challenges, and limitations of a service-learning project designed to promote responsiveness among PK-12 preservice teachers (N=41). The service-learning included working with children (5- to 12-year-olds) at before- and after-school programs, interviewing site staff, and developing lesson plans for the children at each site. Data sources for this study included students’ reflections and group lesson plans. Qualitative analysis showed that what constituted benefits for some students, such as connecting with children and learning classroom management, were reported as challenges for others. Additionally, students’ ideas about responsiveness in education were focused on …
Collaborative Learning Of International Undergraduate English Language Learners In Small-Group Writing Communities, Yiting Chu
International Journal for the Scholarship of Teaching and Learning
This article reports a study on how international English language learner (ELL) students participated in a collaborative learning community comprised of peers and peer tutors in a writing center in a U.S. university. Drawing on the theory of community of practice (CoP), qualitative data were collected from weekly observations of three groups and in-depth interviews with four ELL students and six tutors. Findings suggested that these three groups functioned differently as CoPs with varied levels of participation and social interaction among the students and between students and tutors. A mismatch between the goals and roles of the students and those …
Using Prior Knowledge And Student Engagement To Understand Student Performance In An Undergraduate Learning-To-Learn Course, Sarah K. Davis, Rebecca L. Edwards, Allyson F. Hadwin, Todd M. Milford
Using Prior Knowledge And Student Engagement To Understand Student Performance In An Undergraduate Learning-To-Learn Course, Sarah K. Davis, Rebecca L. Edwards, Allyson F. Hadwin, Todd M. Milford
International Journal for the Scholarship of Teaching and Learning
This study examined prior knowledge and student engagement in student performance. Log data were used to explore the distribution of final grades (i.e., weak, good, excellent final grades) occurring in an elective under-graduate course. Previous research has established behavioral and agentic engagement factors contribute to academic achievement (Reeve, 2013). Hierarchical logistic regression using both prior knowledge and log data from the course revealed: (a) the weak-grades group demonstrated less behavioral engagement than the good-grades group, (b) the good-grades group demonstrated less agentic engagement than the excellent-grades group, and (c) models composed of both prior knowledge and engagement measures were more …
Analog Tools In Digital History Classrooms: An Activity-Theory Case Study Of Learning Opportunities In Digital Humanities, Kalani Craig
Analog Tools In Digital History Classrooms: An Activity-Theory Case Study Of Learning Opportunities In Digital Humanities, Kalani Craig
International Journal for the Scholarship of Teaching and Learning
Digital humanities is often presented as classroom savior, a narrative that competes against the idea that technology virtually guarantees student distraction. However, these arguments are often based on advocacy and anecdote, so we lack systematic research that explores the effect of digital-humanities tools and techniques such as text mining, Geographical Information Systems (GIS) and network analysis have on learning outcomes. This study applies activity theory in a case study of a history classroom in order to understand how introducing digital-history methodology using analog tools like posters and whiteboards can improve student appropriation of history-specific disciplinary skills. The end goal is …
Reflecting On Reflecting: Scholarship Of Teaching And Learning As A Tool To Evaluate Contemplative Pedagogies, Alexis T. Franzese, Peter Felten
Reflecting On Reflecting: Scholarship Of Teaching And Learning As A Tool To Evaluate Contemplative Pedagogies, Alexis T. Franzese, Peter Felten
International Journal for the Scholarship of Teaching and Learning
Although interest in contemplative pedagogies has grown considerably in higher education, faculty have relatively few resources available to help them make evidence-based choices about the use of different contemplative pedagogies in particular disciplinary or course contexts. We propose adapting a framework from the Scholarship of Teaching and Learning (SoTL) to serve as a heuristic for assessment of the design and implementation of these practices. After outlining this framework, we provide concrete examples from undergraduate courses to explore how a SoTL-informed design, implementation, and assessment process could be applied to the utilization of contemplative pedagogies. The examples suggest that there are …
Troublesome Knowledge Of Sotl, Karen Manarin, Earle Abrahamson
Troublesome Knowledge Of Sotl, Karen Manarin, Earle Abrahamson
International Journal for the Scholarship of Teaching and Learning
This study explores the Scholarship of Teaching and Learning (SoTL) as a form of troublesome knowledge (Perkins 1999) that continues to trouble its practitioners. Forty-eight higher education professionals from six countries described their understanding of SoTL in an online survey; ten individuals participated in follow-up interviews to consider how SoTL experiences shape, support, or hinder academic identity and knowing. We categorize our findings according to the dynamic factors—personal, relational, and contextual—identified by Lieff et al (2012); we argue that SoTL serves to illuminate and expose tensions created by competing values and that these values can lead to, or create, a …
Engaging Diverse Students In Statistical Inquiry: A Comparison Of Learning Experiences And Outcomes Of Under-Represented And Non-Underrepresented Students Enrolled In A Multidisciplinary Project-Based Statistics Course, Lisa Dierker (Ae), Jalen Alexander, Jennifer L. Cooper, Arielle Selya, Jennifer Rose, Nilanjana Dasgupta
Engaging Diverse Students In Statistical Inquiry: A Comparison Of Learning Experiences And Outcomes Of Under-Represented And Non-Underrepresented Students Enrolled In A Multidisciplinary Project-Based Statistics Course, Lisa Dierker (Ae), Jalen Alexander, Jennifer L. Cooper, Arielle Selya, Jennifer Rose, Nilanjana Dasgupta
International Journal for the Scholarship of Teaching and Learning
Introductory statistics needs innovative, evidence-based teaching practices that support and engage diverse students. To evaluate the success of a multidisciplinary, project-based course, we compared experiences of under-represented (URM) and non-underrepresented students in 4 years of the course. While URM students considered the material more difficult than non-URM students, URM students demonstrated similar levels of increased confidence in applied skills and interest in follow up courses as non-URM students. URM students were found to be twice as likely as non-URM students to report that their interest in conducting research increased. Increasing student confidence and interest gives all students a welcoming place …
Let’S Talk! Facilitating A Faculty Learning Community Using A Critical Friends Group Approach, Julie A. Moore, Joya Carter-Hicks
Let’S Talk! Facilitating A Faculty Learning Community Using A Critical Friends Group Approach, Julie A. Moore, Joya Carter-Hicks
International Journal for the Scholarship of Teaching and Learning
This article focuses on the complex process of facilitating a Critical Friends Group as a form of a professional learning community by teacher education faculty. During a three-year initiative, seven faculty members created a forum for collegial conversations regarding pedagogical dilemmas in efforts of improving teaching practice and student achievement. Critical Friends Groups use protocol guides to actively engage its members in learning, thinking, reading and discussing dilemmas from interdisciplinary perspectives. This article reviews the literature of Critical Friends Groups, the work of this particular Critical Friends Group and concludes by providing a rationale for sustainability of Critical Friends Groups …
Students Perceptions Of Volunteering During The First Two Years Of Studying A Social Work Degree, Sherryl Gaston Ms, Mellissa L. Kruger Ms
Students Perceptions Of Volunteering During The First Two Years Of Studying A Social Work Degree, Sherryl Gaston Ms, Mellissa L. Kruger Ms
International Journal for the Scholarship of Teaching and Learning
There are benefits to volunteering for both the community and the student undertaking the volunteering, it can help to enhance the students understanding of the area they are moving into, or it can show them where they do not want to work. It can assist the student to connect with the community and develop an awareness of the society around them. In most social work programs in Australia there is no practical experience until the last half of the program. This study wanted to identify if social work students undertaking volunteer work during the first two years of their course, …
Student-Faculty Co-Inquiry Into Student Reading: Recognising Sotl As Pedagogic Practice, Saranne Weller, Grete Kotryna Domarkaite, Joseph Lam Chung Lam, Lidya Utari Metta
Student-Faculty Co-Inquiry Into Student Reading: Recognising Sotl As Pedagogic Practice, Saranne Weller, Grete Kotryna Domarkaite, Joseph Lam Chung Lam, Lidya Utari Metta
International Journal for the Scholarship of Teaching and Learning
This paper reports the evaluation of a student-faculty collaborative study investigating international students’ perceptions of the role of reading in higher education. The study examined the academic reading and source-use practices of ten undergraduate students in a range of disciplines in one UK university. In previous research on student literacy practices, students are often positioned as research “objects” rather than as active participants with an investment in enhancing the student experience through engagement in pedagogic research. In this paper we present a case study of student faculty collaboration in the scholarship of teaching and learning (SoTL). Drawing on the analysis …
Does Boyer’S Integrated Scholarships Model Work On The Ground? An Adaption Of Boyer’S Model For Scholarly Professional Development, William E. Boyd
Does Boyer’S Integrated Scholarships Model Work On The Ground? An Adaption Of Boyer’S Model For Scholarly Professional Development, William E. Boyd
International Journal for the Scholarship of Teaching and Learning
Boyer’s model of four scholarships as an integrated system engaging and integrating the scholarships of discovery, integration, application, and teaching is being increasingly adopted both by individual scholars and institutions. Here I reflect on my own adoption of this approach almost a decade ago, and I describe one application, its use in defining my professional academic profile. While this does not directly address issues of pedagogy, it provides a sound basis for improved pedagogical practice in higher education. I assess my adoption of Boyer’s model against several benchmarks grounded in the social life of academe: success of promotion; mentoring peers …
Higher Education Students’ Reflections On Learning In Times Of Academic Language Shift, Anne Marie Kagwesage
Higher Education Students’ Reflections On Learning In Times Of Academic Language Shift, Anne Marie Kagwesage
International Journal for the Scholarship of Teaching and Learning
This article deals with the current debate on the use of English as the only medium of instruction in contexts where it is a second or foreign language. More specifically, it investigates Rwandan students’ reflections on using English as the sole medium of instruction in their everyday higher education academic activities. The study is mainly based on individual interviews from students at a University in Rwanda, where the language in education policy has changed considerably over the last decade. The findings suggest that students face different challenges and difficulties in using the newly adopted language of learning and teaching. They …
Student Opinions And Preferences Regarding Personal Response Systems In The Graduate Physical Therapy Classroom: A Mixed-Methods Inquiry, Andi Beth Mincer, Anne W. Thompson
Student Opinions And Preferences Regarding Personal Response Systems In The Graduate Physical Therapy Classroom: A Mixed-Methods Inquiry, Andi Beth Mincer, Anne W. Thompson
International Journal for the Scholarship of Teaching and Learning
Little investigation has been conducted on the use of Personal Response Systems (PRS) in either graduate-level courses or health professions education. Through anonymous participation in focus groups, graduate physical therapy students described specific aspects of PRS that they felt facilitated their learning, as well as aspects that hindered their learning. A Likert-type survey was constructed based on focus group outcomes and was offered to the entire population of physical therapy students at our institution. Results indicated that PRS was perceived to be useful for examination preparation, application of concepts, facilitation of discussion, and immediate feedback. Participants perceived cost and technical …
The Learning Alliance Inventory: Instrument Development And Initial Validation, Daniel T. Rogers
The Learning Alliance Inventory: Instrument Development And Initial Validation, Daniel T. Rogers
International Journal for the Scholarship of Teaching and Learning
Despite potential applications to educational contexts, the working alliance concept has largely been confined to psychotherapy intervention research. Some have explored theoretically related concepts (e.g., immediacy, rapport), but no measure currently exists of the working alliance between a teacher and student within an academic course. The aim of this study was to develop such a measure. Results of exploratory and confirmatory factor analyses led to the creation of the Learning Alliance Inventory (LAI), which contained three factors (Collaborative Bond, Teacher Competency, and Student Investment). Reliability and validity analyses indicated that the LAI has temporal stability, distinguishes between instructors, and correlates …
Paradoxes Of Online Teaching, David E. Bair, Mary A. Bair Ph.D.
Paradoxes Of Online Teaching, David E. Bair, Mary A. Bair Ph.D.
International Journal for the Scholarship of Teaching and Learning
While much attention is paid to students’ experiences in online courses, there is sparse information regarding the experiences of faculty who teach online. Two university instructors address this gap in the literature and present an analysis of their experiences teaching graduate and undergraduate teacher-education classes at a university in the Midwestern United States. In this collaborative self-study, the authors analyze data consisting of their reflections and discussions, anonymous student surveys, anonymous course evaluations, and online observations by other faculty. They argue that online instruction poses several paradoxes. These paradoxical experiences illuminate the need for additional research about faculty experiences with …
Broadening Conceptions Of What Constitutes Knowledge And Evidence In Sotl, Sharon Thomas
Broadening Conceptions Of What Constitutes Knowledge And Evidence In Sotl, Sharon Thomas
International Journal for the Scholarship of Teaching and Learning
In the two decades since the publication of Boyer’s (1990) seminal work, the Scholarship of Teaching and Learning (SoTL) has earned an increasingly venerable reputation as a legitimate area of scholarship. What remains contentious, however, is the form that such scholarship takes. Despite the publication of numerous books and articles lauding alternative epistemologies, SoTL advocates regularly have to defend their approaches. The purpose of this essay is to encourage higher education practitioners to broaden their conceptions of what constitutes knowledge and evidence in SoTL. An epistemological discussion, it aims to provide a strong theoretical framework within which SoTL practitioners can …
Effects Of Visual Analogies On Learner Outcomes: Bridging From The Known To The Unknown, Susan Spezzini
Effects Of Visual Analogies On Learner Outcomes: Bridging From The Known To The Unknown, Susan Spezzini
International Journal for the Scholarship of Teaching and Learning
This study examined the effects of visual analogies on learner outcomes in Phonology for ESL Teachers, a challenging course within a master’s degree program at a prominent university in the southeastern United States. To reduce student anxiety, facilitate Saturday classes, and bridge from the known to the unknown, concrete images (train cars) were used to represent abstract ideas. Data were analyzed from course evaluations and exams of 70 students in two non-analogy courses (2004, 2005) and 114 students in three analogy-based courses (2007, 2008, 2009) and from an electronic survey completed by 64 former students (September 2009). Course evaluations improved, …
Personal Reflection: Sotl And Don't Perish!, Gerald Goh
Personal Reflection: Sotl And Don't Perish!, Gerald Goh
International Journal for the Scholarship of Teaching and Learning
This reflection describes my early encounters with SoTL as I went through a critical period questioning my role and responsibilities as an academic and my journey with a cohort of students who made me realise that there is indeed a dire need for SoTL to bridge the nexus between a university academic’s teaching responsibilities as well as the global ‘publish or perish’ pressure most academics experience today
The Effect Of Service-Learning On Interdisciplinary Learning And Curriculum Reinforcement, And Its Application To Public School Environments, Madeline Kovarik
The Effect Of Service-Learning On Interdisciplinary Learning And Curriculum Reinforcement, And Its Application To Public School Environments, Madeline Kovarik
International Journal for the Scholarship of Teaching and Learning
This qualitative research project focused on the impact of service-learning experiences on an interdisciplinary college freshman course. The research included the impact on academic learning, the application of concepts into a public school educational environment, and the perceptions regarding the contribution to the school being served. Participants were college freshmen students who received pre and post surveys and participated in both verbal and written reflections. Analysis of the survey responses and reflection data indicated the service-learning experiences enhanced student learning. Analysis of data also indicated a disconnect between recognized community needs and college student involvement toward fulfilling the needs.
Project-Based Service-Learning In An Instructional Technology Graduate Program, William Brescia, Cristie Mullins, Michael T. Miller
Project-Based Service-Learning In An Instructional Technology Graduate Program, William Brescia, Cristie Mullins, Michael T. Miller
International Journal for the Scholarship of Teaching and Learning
The study focused on the critical incidents that occurred to instructional design students when they were involved in project-based service-learning as part of a curriculum that lead to a master’s degree. The study provided an illustration that the workplace application of skills, knowledge, and understanding are enhanced through utilization. Students worked with local nonprofit agencies to provide instructional support ranging from needs assessments to delivery of course content. Results indicated that project-based service learning was an effective tool for promoting greater learning. The importance of learning through active participation and reflection was supported, and by extending learning beyond the classroom, …
Personal Reflection: Reflective Learning As A Student And An Educator: Connecting The Scholarship Of Teaching And Learning, Annetta Tsang
Personal Reflection: Reflective Learning As A Student And An Educator: Connecting The Scholarship Of Teaching And Learning, Annetta Tsang
International Journal for the Scholarship of Teaching and Learning
This reflective essay describes my encounter with reflective learning as a student enrolled in the University of Queensland Graduate Certificate in Education (Higher Education) program and the application and integration of reflective learning in a clinical course within the Bachelor of Oral Health program as an educator. Insights gained and lessons learnt in practising the scholarship of teaching and learning in a formal degree program are discussed.
Towards An Agenda For Sotl In Africa?, Ian Scott
Towards An Agenda For Sotl In Africa?, Ian Scott
International Journal for the Scholarship of Teaching and Learning
Sub-Saharan Africa, a diverse, largely impoverished and troubled region, has a pressing need for economic and social development. Given the ever-increasing importance of advanced knowledge and skills in the contemporary world, the education systems in many African countries are a major concern. In particular, it is essential that the capacity of the region’s higher education systems to produce capable graduates should grow rapidly and strongly, in the interests of internal development and to avoid further widening of the North-South divide. This essay gives a brief account of the situation
and some key issues in sub-Saharan African higher education, outlines aspects …