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Students, Universities And Employers: Why We All Win When We Promote Social Justice Through Sotl, Jeannette M. Wade, Anderson Bean, Stephanie Teixeira-Poit
Students, Universities And Employers: Why We All Win When We Promote Social Justice Through Sotl, Jeannette M. Wade, Anderson Bean, Stephanie Teixeira-Poit
International Journal for the Scholarship of Teaching and Learning
This essay discusses the benefits of promoting social justice through the scholarship of teaching and learning. We start by highlighting the prevalence of injustices and discrimination (racism, sexism, homophobia, heteronormativity) experienced on college campuses in the US. We go on to highlight the (1) outcomes associated with social justice centered teaching and learning activities and (2) ways this approach makes students more valuable to potential employers upon graduation. We conclude with a call for campus wide promotion of social justice as both micro (classroom) and macro (university) level interventions are needed to truly create equitable learning spaces.
Changing Future Faculty's Conceptions Of Sotl, Darryl Reano, Stephanie Masta, Jon Harbor
Changing Future Faculty's Conceptions Of Sotl, Darryl Reano, Stephanie Masta, Jon Harbor
International Journal for the Scholarship of Teaching and Learning
Preparing Future Faculty (PFF) programs provide graduate students across all disciplines with professional development that addresses a range of faculty responsibilities. The scholarship of teaching and learning (SoTL) combines education research with the practice of teaching by implementing, disseminating, and applying research on educational practice and interventions. During a PFF program at a public university, we used a pre-post writing prompt to examine changes in future faculty’s conceptions of SoTL. Pre-workshop responses included misconceptions that indicated unfamiliarity with SoTL. Post-workshop responses had an increased emphasis on sharing outcomes from educational interventions. Only 8% of pre-workshop responses included all main elements …
Rethinking The Problem Of Faculty Resistance To Engaging With Students As Partners In Learning And Teaching In Higher Education, Kelly E. Matthews
Rethinking The Problem Of Faculty Resistance To Engaging With Students As Partners In Learning And Teaching In Higher Education, Kelly E. Matthews
International Journal for the Scholarship of Teaching and Learning
Engaging students as partners in the scholarship of learning and teaching (SoTL) is a principle guiding good practice. Enthusiasm for student-faculty partnerships in learning and teaching continues to grow. In this essay, I want to invite readers to reflect with me about concerns of resistance to partnership practices. I interweave stories from my experiences with selected literature that is shifting the conversation about the ‘challenge of resistance’ in partnership work in learning and teaching. Positioning students as partners work as a values-based practice and in the context of ‘scaling-up’ partnership programs, I argue that our pre-occupation with resistance is problematic. …