Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 22 of 22
Full-Text Articles in Entire DC Network
Academic Instruction Librarians’ Teacher Identity Development Through Participation In The Scholarship Of Teaching And Learning, Lauren Hays, Bethani Studebaker
Academic Instruction Librarians’ Teacher Identity Development Through Participation In The Scholarship Of Teaching And Learning, Lauren Hays, Bethani Studebaker
International Journal for the Scholarship of Teaching and Learning
Teaching is a primary responsibility of many academic librarians. However, despite the job duties, many academic librarians do not see themselves as teachers. To determine how participation in the Scholarship of Teaching and Learning (SoTL) impacted academic instruction librarians’ teacher identity the authors conducted an explanatory sequential mixed methods study. Using the theoretical framework, Communities of Practice, results from the quantitative survey demonstrated participation in SoTL did impact academic librarians’ teacher identity. The qualitative interviews explained the quantitative data. Study findings have implications for academic developers, Library and Information Science graduate programs, and academic library administrations.
Factors Associated With Faculty Use Of Student Data For Instructional Improvement, Marilla D. Svinicki, Kyle Williams, Kadie Rackley, Anke J.Z. Sanders, Lisa Pine, Julie Stewart
Factors Associated With Faculty Use Of Student Data For Instructional Improvement, Marilla D. Svinicki, Kyle Williams, Kadie Rackley, Anke J.Z. Sanders, Lisa Pine, Julie Stewart
International Journal for the Scholarship of Teaching and Learning
Much is being said in education about the value of adopting data-based or analytics approaches to instructional improvement. One important group of stakeholders in this effort is the faculty. “In many cases, the key constituency group is faculty, whose powerful voice and genuine participation often determine the success or failure of educational innovations, especially those that involve pedagogical and academic change” (Furco & Moely, 2012, pg. 129). This paper reports the results of an exploration of factors that influence faculty to consider or reject using analysis of student data to improve instruction based on social cognitive theory. Self-efficacy, value of …
Editor's Comment, Alan Altany
Editor's Comment, Alan Altany
International Journal for the Scholarship of Teaching and Learning
No abstract provided.
Editor's Comment, Alan Altany
Editor's Comment, Alan Altany
International Journal for the Scholarship of Teaching and Learning
No abstract provided.
Editor's Comment, Alan Altany
Editor's Comment, Alan Altany
International Journal for the Scholarship of Teaching and Learning
No abstract provided.
Fostering Academic Cooperation And Collaboration Through The Scholarship Of Teaching And Learning: A Faculty Research Abroad Program In Poland, Casimir C. Barczyk, Nancy Davis, Lynn Zimmerman
Fostering Academic Cooperation And Collaboration Through The Scholarship Of Teaching And Learning: A Faculty Research Abroad Program In Poland, Casimir C. Barczyk, Nancy Davis, Lynn Zimmerman
International Journal for the Scholarship of Teaching and Learning
This study is a narrative analysis of participants’ perceptions of the development of crosscultural awareness through The Faculty Research Abroad Program in Poland, a joint initiative between a regional campus of a Midwestern land grant university and a private university in Poland. The purpose was to foster academic cooperation and collaboration through a co-sponsored symposium on the Scholarship of Teaching and Learning (SoTL). Results from a survey of the 15 participating faculty members from the United States provided the basis for the development of the University Global Collaboration Model. The model depicts how awareness of culture, connection to others, and …
Editor's Comment, Alan Altany
Editor's Comment, Alan Altany
International Journal for the Scholarship of Teaching and Learning
No abstract provided.
Editor's Comment, Alan Altany
Editor's Comment, Alan Altany
International Journal for the Scholarship of Teaching and Learning
No abstract provided.
Personal Reflection: Pedagogical Content Knowledge And The Affective Domain Of Scholarship Of Teaching And Learning, Andoni Garritz
Personal Reflection: Pedagogical Content Knowledge And The Affective Domain Of Scholarship Of Teaching And Learning, Andoni Garritz
International Journal for the Scholarship of Teaching and Learning
The question of these reflections is if among those content-dependent instructional conditions necessary to attain conceptual understanding, those belonging to the affective domain of teaching and learning must be included in Pedagogical Content Knowledge (PCK), the special amalgam of content knowledge and knowledge of general pedagogy that a teacher needs to be the best possible teacher (Shulman, 1986). The author of these reflections has not developed the research needed yet, but suggests finding out a solution for that question is important for the PCK construct and for the Scholarship of Teaching and Learning (SoTL).
Editor's Comment, Alan Altany
Editor's Comment, Alan Altany
International Journal for the Scholarship of Teaching and Learning
No abstract provided.
Editor's Comment, Alan Altany
Editor's Comment, Alan Altany
International Journal for the Scholarship of Teaching and Learning
No abstract provided.
(Re)Considering The Scholarship Of Learning: Inviting The Elephant In The Room To Tea, Ashlee Cunsolo Willox, Dale Lackeyram
(Re)Considering The Scholarship Of Learning: Inviting The Elephant In The Room To Tea, Ashlee Cunsolo Willox, Dale Lackeyram
International Journal for the Scholarship of Teaching and Learning
This essay argues that the SoT(L) field has mistakenly equated learning solely to teaching and the teaching classroom, and has systematically ignored the other moments and opportunities within higher education institutes where learning and scholarly learning occurs—particularly within academic support and development programming. Therefore, we endeavour to discuss what we see as the elephant in the SoT(L) living room—learning, scholarly learning, and the Scholarship of Learning—and examine the ways in which learning and the Scholarship of Learning can be brought back into the SoT(L) discussion through an examination of academic support and development programming. Through the creation of a new …
Changing Our Brains: Transforming A Traditional View Of Scholarship And Teaching, Brian Caster, Robert Hautala
Changing Our Brains: Transforming A Traditional View Of Scholarship And Teaching, Brian Caster, Robert Hautala
International Journal for the Scholarship of Teaching and Learning
The purpose of this essay is to capture, in its earliest stages, the influence that formal recognition of Boyer’s multiple domains of scholarship within faculty evaluation standards had on a select group of colleagues within a disciplinary diverse academic unit at a mid-sized, comprehensive university. A process is described whereby the combination of a book discussion group, a newly approved faculty contract recognizing Boyer’s multiple domains, and a genuine commitment from a disciplinary diverse group of colleagues to the academic mission of the unit, resulted in a transformation in attitudes toward scholarship and teaching. Scholarship of teaching and learning was …
Cognitive Computer Tools In The Teaching And Learning Of Undergraduate Calculus, Nathan Borchelt
Cognitive Computer Tools In The Teaching And Learning Of Undergraduate Calculus, Nathan Borchelt
International Journal for the Scholarship of Teaching and Learning
The purpose of this study was to explore the use of a cognitive computer tool by undergraduate calculus students as they worked cooperatively on mathematical tasks. Specific attention was given to levels of cognitive demand in which the students were engaged as they completed in-class labs with the assistance of MathCAD. Participants were assigned to eight heterogeneous working groups consisting of four students each. One group was chosen as the focus of the case study. Data included student questionnaires, individual interviews, assignments, audio transcriptions of student discussions, and video recordings. Open and axial coding was used to analyze the data. …
Sotl In The Commons: Elephant, Authenticity And Journey, Ora Kwo
Sotl In The Commons: Elephant, Authenticity And Journey, Ora Kwo
International Journal for the Scholarship of Teaching and Learning
Excerpt: I find it useful to refer to the metaphor of an international feel of the ‘elephant’ presented by Pat Hutchings in the inaugural issue of this journal. Indeed, definitions of scholarship of teaching and learning can be very different depending on which parts of the anatomy one is feeling (or seeing, or experiencing). With a specific focus on the role of theory, Pat took readers through variations of how theory is perceived in different traditions to reach a common ground for all: theory is not an end in itself, but a condition for doing better what …
Editor's Comment, Alan Altany
Editor's Comment, Alan Altany
International Journal for the Scholarship of Teaching and Learning
No abstract provided.
Developing And Assessing Undergraduate Students’ Moral Reasoning Skills, Karen Hornsby
Developing And Assessing Undergraduate Students’ Moral Reasoning Skills, Karen Hornsby
International Journal for the Scholarship of Teaching and Learning
"What does deep ethical understanding look like and how can we measure the progression of this aptitude?" Qualitative and quantitative data collected from students in Contemporary Moral Problems courses over two successive semesters revealed that the development of moral reasoning skills is a slow process. The progression of moral reasoning does not occur in a linear fashion nor is there a point at which a person will have satisfied all of the necessary and sufficient conditions for good moral reasoning. Student artifacts collected present moral reasoning skills as more of an ebb and flow, a type of coherence model with …
Exploring Staff Perceptions: Early Childhood Teacher Educators Examine Online Teaching And Learning Challenges And Dilemmas, Julie M. Davis Aspro, Sandra Lennox, Sue Walker, Kerryann Walsh
Exploring Staff Perceptions: Early Childhood Teacher Educators Examine Online Teaching And Learning Challenges And Dilemmas, Julie M. Davis Aspro, Sandra Lennox, Sue Walker, Kerryann Walsh
International Journal for the Scholarship of Teaching and Learning
Early Childhood teacher educators at Queensland University of Technology (QUT) have been engaging with online teaching and learning since the mid 1990s. On campus students have lectures and tutorials supported by information and communication technologies via QUT’s home grown learning management system, Online Learning and Teaching (OLT). We surveyed academic staff to identify their perceptions of online provision. Of significance were issues around transmission, constructivism, and interactivity, especially for external students, with a perceived preference amongst all students for knowledge transmission. There are also constraints for staff, specifically the technological limitations of the learning management system and our own limitations …
Developing On-Line Collaborative Research Across International Boundaries: Exploring The Potential Of New Technologies, Pat Jefferies, Frances Grodzinsky
Developing On-Line Collaborative Research Across International Boundaries: Exploring The Potential Of New Technologies, Pat Jefferies, Frances Grodzinsky
International Journal for the Scholarship of Teaching and Learning
The development of on-line research practice across international boundaries is now a viable proposition using available asynchronous technologies such as computer conferencing. As has been reported in previous papers (Grodzinsky, et al, 2002; Griffin, et al, 2002) such use has proved to be extremely valuable for supporting the teaching of computing and ethics. However, asynchronous computer conferencing not only offers new opportunities for teaching and for supporting students, it also offers a valuable resource to researchers. Taking advantage of such opportunity must, of course, address a number of issues. Prime amongst these are concerns as to how to overcome the …
The Impact Of The “All-Of-The-Above” Option And Student Ability On Multiple Choice Tests, Yi-Min Huang, Mike Trevisan, Andrew Storfer
The Impact Of The “All-Of-The-Above” Option And Student Ability On Multiple Choice Tests, Yi-Min Huang, Mike Trevisan, Andrew Storfer
International Journal for the Scholarship of Teaching and Learning
Despite the prevalence of multiple choice items in educational testing, there is a dearth of empirical evidence for multiple choice item writing rules. The purpose of this study was to expand the base of empirical evidence by examining the use of the “all-of-the-above” option in a multiple choice examination in order to assess how different student ability groups would respond to this particular alternative. Ten experimentally manipulated items were generated with “all-of-the-above” as one of the options and were incorporated into three different test formats. Test formats were randomly distributed to university students in the study. The test scores in …
Editor's Comment, Alan Altany
Editor's Comment, Alan Altany
International Journal for the Scholarship of Teaching and Learning
No abstract provided.
The Status Of The Scholarship Of Teaching And Learning In The Discipline, Paul D. Witman, Laurie Richlin
The Status Of The Scholarship Of Teaching And Learning In The Discipline, Paul D. Witman, Laurie Richlin
International Journal for the Scholarship of Teaching and Learning
The concept of the Scholarship of Teaching and Learning (SoTL) was developed over 15 years ago. Because scholarly recognition comes from the discipline, the researchers determined to find out how a range of disciplines deal with the SoTL. In that time, how has the SoTL been integrated into and used by the various academic disciplines? What publication outlets are available to professors within each of the disciplines to present and publish on the SoTL? This survey review of current associations, conferences, and journals examines the SoTL in 20 different disciplines as demonstrated by scholarly production within these disciplines. Adoption levels …