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Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Georgia Southern University

2016

Educational Methods

Scholarship of Teaching and Learning

Articles 1 - 3 of 3

Full-Text Articles in Education

Beyond Navel Gazing: The Evidence Base For Employing Reflective And Metacognitive Practices In Our Teaching, Sarah Leupen Apr 2016

Beyond Navel Gazing: The Evidence Base For Employing Reflective And Metacognitive Practices In Our Teaching, Sarah Leupen

SoTL Commons Conference

Most of us work hard to build our students’ discipline-specific skills, content knowledge, and even that elusive goal, critical thinking. Rarely, though, do we train our students in how to reflect on their learning practices and current level of understanding, or how to change their practices to deepen understanding. Lacking such skills, they often exhibit shocking (to us!) failures to make connections among what they have learned, improve ineffective study behaviors, or see what they’re learning in a broader context. The research in cognitive science now demonstrates the importance and value of metacognition and reflection in formal learning, and ...


Measuring College Learning, Lendol Calder Mar 2016

Measuring College Learning, Lendol Calder

SoTL Commons Conference

What are college students learning? Informed by SoTL, instructors can use a variety of assessment techniques to answer this question. But as questions about learning move into governance and policy circles, challenges of scale, expense, and public intelligibility make academic leaders chiefly open to the idea of standardized assessment. While faculty tend to view standardized assessment tools with distaste, college professors will not turn back the tide of demands for accountability armed only with brooms. A better response to the coming of standardized assessment would view the design of such tools as an intellectual problem to be tackled with the ...


Giving Voice To Sotl, Trent W. Maurer Mar 2016

Giving Voice To Sotl, Trent W. Maurer

SoTL Commons Conference

SoTL scholars know well the value of SoTL–to student learning, to faculty teaching, to institutions specifically, and to higher education generally. However, outside the small circle of SoTL scholars, it seems that attitudes toward SoTL range from obliviousness to hostility. As educators, it would seem to be an easy task to “educate” others about SoTL, yet these efforts have met with limited success for decades. For SoTL to survive, we must move beyond attempts to educate others about its value; we must advocate for SoTL, vigorously and unapologetically. We must give voice to SoTL, to tell its story and ...