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Full-Text Articles in Education
Building A Social Network Around Sotl Through Digital Space, Shannon M. Sipes, Samy L. Minix, Matt Barton
Building A Social Network Around Sotl Through Digital Space, Shannon M. Sipes, Samy L. Minix, Matt Barton
To Improve the Academy: A Journal of Educational Development
In an effort to increase visibility of and access to the scholarship of teaching and learning (SoTL) work on one campus, a collaboration formed between a faculty developer, a librarian, and a media specialist within a center for teaching and learning (CTL). Building on the frameworks of community of practice, professional learning network, and social networking, the authors strategically leveraged digital space to begin building a social network of faculty members interested in SoTL. This article will address the theoretical foundation and practical implementation of five digital strategies: (a) website redesign; (b) social media presence; (c) blog series; (d) filmed …
The Sotl Scaffold: Supporting Evidence-Based Teaching Practice In Educational Development, Laura Cruz, Kathryn Cunningham, Brian Smentkowski, Hillary Steiner
The Sotl Scaffold: Supporting Evidence-Based Teaching Practice In Educational Development, Laura Cruz, Kathryn Cunningham, Brian Smentkowski, Hillary Steiner
To Improve the Academy: A Journal of Educational Development
This article presents a scholarship of teaching and learning (SoTL) scaffold, a conceptual model designed for educational developers (and others) who support the values, practices, and production of the SoTL, both on their campuses and beyond. The SoTL scaffold explicates distinct support levels, ranging from spark to lead, each of which call for differentiated strategies and programs to be used by Centers for Teaching and Learning (CTLs) and similar units.
Is Sotl A Signature Pedagogy Of Educational Development?, Peter Felten, Nancy Chick
Is Sotl A Signature Pedagogy Of Educational Development?, Peter Felten, Nancy Chick
To Improve the Academy: A Journal of Educational Development
In this article, we focus on questions that come into view when we look at educational development through the lenses of signature pedagogies and the Scholarship of Teaching and Learning (SoTL). We offer this as a thought experiment in which we consider if SoTL is a signature pedagogy of educational development, simultaneously enacting and revealing the practices, values, and assumptions that underpin the diverse work of our field. By envisioning SoTL in this way, we may more clearly see the purposes and practices that unite—and that ought to guide—educational developers and educational development.