Advancement towards the scholarship of teaching and learning through the writing of teaching portfolios

This study explores the impact academic teachers’ writing of a teaching portfolio can have on their professional learning. Through an open-ended questionnaire, 26 academics from three faculties reported on insights, effects on teaching practice, and effects on collegial exchange that the portfolio writing entailed. We discuss how the experienced impact relates to the three competence levels excellence, expertise and scholarship of teaching and learning. With regard to academic development, we conclude that the writing of reflective teaching portfolios has the potential of contributing to an emerging academic community of practice characterised by a scholarly approach to teaching and learning.     

Reflection on teaching and the scholarship of teaching: Focus on science instructors

Summary Reflection on teaching in higher education remains poorly understood. This exploratory study had three goals. First, to test, empirically yet in an exploratory way, the applicability of a particular model of reflection. Second, to identify objective indicators of reflection on knowledge about teaching with the intent to make the process of reflection more concrete, visible, and its outcomes valid. Third, in line with the exploratory nature of the study, to shed light on some variables that might be linked to observed differences in reflection, which could be investigated more systematically through future research. The model of reflection guiding the study was based on Mezirow’s transformative learning theory. It distinguishes three kinds of reflection: on content, process and premises. These take place within three domains of knowledge about teaching: instruction, pedagogy, and curriculum. Thirty-six instructors of science participated in a semi-structured interview based on the model and completed a repertory grid, which incorporated their beliefs about teaching as identified through the Approaches of Teaching Inventory (ATI). While all instructors showed evidence of reflection that were in line with the model, differences were observed in the extent or kind of reflection they engaged in. Across all three knowledge domains, premise reflection was observed the least often. Results suggested that years of experience and beliefs about teaching might play a role in the extent to which academics are inclined to engage in reflection. The study also identified concrete indicators of reflection, which could be helpful for academic staff evaluation.     

The scholarship of teaching: A comparison of conceptions held by experts and regular academic staff

Over the past decade the scholarship ofteaching has received considerable attention inthe higher education literature as a reactionto the widely cited Carnegie Foundation'sreport ``Scholarship Reconsidered'; however, theconcept has remained devoid of a unifieddefinition. A recent Delphi study conductedwith a selective group of scholars whoseexpertise lies in the area of universityteaching and learning indicated the extent towhich these ``experts' agreed with each other onimportant features and unresolved issues theyassociate with the scholarship of teaching. Building on the results of the Delphi study,the present article discusses the results of asecond survey comparing these ``experts' 'conceptions with those of a larger group ofscholars whose expertise lies in a differentacademic field (``regular academic staff'), inorder to identify the similarities anddifferences in the conceptions of thescholarship of teaching held by each of the twogroups. While regular academic staff werefound to associate the scholarship of teachingmore with good or effectiveteaching ``experts' pointed to notions such aspeer review and scholarly standards. Thediscussion of the results focuses on the notionof consensus reached within and betweenthe two groups. It is argued that in order topromote changes in policy with respect to whatis to count as scholarship, identifying andreporting ``experts' ' conceptions, thoughclearly necessary for promoting moreenlightened discussions on the issue, willremain insufficient. Policy change in academeis more likely to ensue as a result of thewider academic community reaching consensus onthe meaning, and nature, of the scholarship ofteaching. The wider academic community includes``experts', as well as colleagues in departmentsand disciplinary associations. The articleconcludes by exploring the notion of consensusthrough the lens of critical social theory.     

Reviving the ancient virtues in the scholarship of teaching,with a slight critical twist

This conceptual study argues that the scholarship of teaching is not just an evidence-based but also a virtues-based practice. To this end, it pursues two interrelated objectives. First, it seeks to show that the scholarship of teaching is supported by the intellectual virtues of ‘episteme’ (theoretical knowledge), ‘techne’ (productive knowledge) and ‘phronesis’ (practical knowledge). These three intellectual virtues stand in a particular relationship to one another and phronesis assumes a vital mediating function infusing the scholarship of teaching with the practical wisdom required in concrete situations. Phronesis, particularly a critically inspired phronesis, also enables the proper development and enactment of moral virtues, especially truthfulness, justice and courage, without which the standards associated with scholarship could not be upheld. It is further argued that the scholarship of teaching is usefully enriched by recognising two different versions of evidence-based practice: one is concerned with the evidence of instrumental effectiveness between strategies and outcomes; the other with evidence of the internal consistency between strategies and desired outcomes. It is proposed that analysing the scholarship of teaching through the lens of virtue helps appreciate what kind of a practice the scholarship of teaching is and the challenges involved in engaging with it well.     

Transforming academic practice through scholarship

In the context of the fast changing university, how are academics to grow the capacity to cope with continual change and what can academic/faculty developers do to assist them? The paper first establishes the context of higher education as a challenging environment. It then reviews ideas about scholarship and explores the application of these ideas to university study of students and academics. It examines the role of the scholarship of teaching and learning in developing the capacity for critical reflection and then applies these ideas to academic practice more generally. Finally, the implications for academic development are addressed.

Dans un contexte de mutation rapide de l’université, comment les universitaires parviennent‐ils à développer la capacité à faire face au changement continuel et que peuvent faire les conseillers pédagogiques pour les aider? Cet article décrit d’abord le contexte de l’enseignement supérieur comme un environnement rempli de défis. Il examine ensuite des idées liées à l’érudition (scholarship) et explore l’application de ces idées à l’étude universitaire des étudiants et des universitaires. L’article examine le rôle joué par le scholarship of teaching and learning dans le développement de la capacité de réflexion critique et applique ensuite ces idées à la pratique académique de façon plus générale. Finalement, les implications pour le développement pédagogique sont présentées.     

Enhancing the status of peer observation through the scholarship of teaching and learning

In this Reflection on Practice I argue the case for using the principles of scholarship of teaching and learning (SoTL) to serve as a framework for evaluating and designing peer observation programmes in higher education contexts. I suggest that for peer observation to be an activity worthy of SoTL, it should be systematic, collaborative, rigorous, peer reviewed, and focused on learning about teaching to improve teaching. Using a set of criteria to critique a current peer observation programme I account for its strengths and weaknesses and suggest a way forward for elevating the status of peer observation.     

Fostering collaborative teaching and learning scholarship through an international writing group initiative

The research presented here explored the experiences of participants in an international collaborative writing group (ICWG) initiative that ran in conjunction with the 2012 International Society for the Scholarship of Teaching and Learning (ISSoTL) conference. The ICWG sought to cultivate collaborative pedagogical scholarship by bringing together a range of international academics to co-author articles on teaching and learning topics of shared interest. Data were collected via online surveys at the beginning and end of the initiative and interim focus groups/interviews. In addition to suggesting that the ICWG is an effective means of fostering collaborative writing, the results point to a number of factors that might also influence collaboration in other contexts: modes of collaboration, opportunities for social dialogue, developing a shared vision and voice, and leadership. Implications and applications of the findings, as well as areas of further research, are discussed.     

Applying the scholarship of teaching and learning: student perceptions,behaviours and success online and face-to-face

This study compares student perceptions, learning behaviours and success in online and face-to-face versions of a Principles of Microeconomics course. It follows a Scholarship of Teaching and Learning (SoTL) approach by using a cycle of empirical analysis, reflection and action to improve the learning experience for students. The online course design involves 58 interactive narrated online modules, interactive online quizzes and biweekly online meetings with the instructor via video and voice-over-IP technology. Findings indicate that schedule flexibility motivates students to choose the online course format. Students in both learning environments felt they had high-quality communication with the instructor, while online students indicated limited peer-to-peer communication. Online students report studying more at home than face-to-face students, but not enough to compensate for the time face-to-face students spend in class. Reflecting on the findings, the authors suggest actions to improve the online course experience.     

在高职教育中发挥高校图书馆的功能

高职教育是我国教育改革的产物,是我国高等教育的重要组成部分。作为高校图书馆,应根据高职教育的特点,发挥自身的功能,从实际工作出发,脚踏实地,走现代化发展之路,充分利用网上资源,搞好馆藏建设,提高图书馆读者服务质量,更好地为高职教育服务,为广大师生服务。     

Using a scholarship of teaching and learning approach to award faculty who innovate

This study examines a college-teaching award that uses a scholarship of teaching model focusing on learning outcomes. Through questionnaires the researcher examined two groups’ perceptions: award recipients and academic leaders. Respondents described the award and indicated the perceived effect on faculty and programs. Both groups highlighted faculty incentive to innovate for promoting student learning, a strong impact on performance evaluation, and recognition of exceptional teaching. Respondents recommended better communicating the award’s rigor and learning focus to increase its impact. Recipients reported the award’s influence on continued innovation, engagement in teaching scholarship, and leadership opportunities. Over half have presented their work in peer-reviewed venues.     

Towards a Slow scholarship of teaching and learning in the South

ABSTRACT

Although the concept of a scholarship of teaching and learning (SOTL) has emanated from the global North, it is a relevant and useful concept in the global South. The concept was initiated in the 1990s in the US. The original emphases in the seminal Boyer Report, on the integration of various forms of scholarship, the importance of intellectual thought and the collaborative nature of teaching have been subject to various distortions, in part due to the depredations of neoliberalism and performativity. We argue that Slow scholarship, which has resonances with Boyer's notions of the scholarship of teaching and learning provides much potential for reconceptualising SOTL in the South. These claims are explored via a case study set in South Africa, where academic developers at eleven higher education institutions covering the range of institutional types were interviewed.     

The role of institutional learning and teaching grants in developing academic capacity to engage successfully in the scholarship of teaching and learning

The current focus on identifying criteria for academic teaching practice is influencing performance goals for teaching academics. This has produced a strong imperative to engage with the scholarship of teaching and learning; however, it is not always clear how teaching academics continue to build capacity to do this during their academic career. Drawing on the literature, this paper analyses the outcomes from two years of faculty and institutional teaching grants to gauge their role in generating effective engagement in the scholarship of teaching and learning. The paper identifies some improvements to the grants programs which have contributed to quality outcomes.     

Collaborative scholarship as a means of improving both university teaching practice and research capability

The literature suggests generic workshops on the scholarship of teaching and learning (SoTL) rarely have a lasting impact on teaching. Seeking an alternative approach, academic developers designed a four-stage Collaborative Scholarship Model where they provided individualised SoTL mentoring to academics implementing a teaching innovation. Project outcomes included sustained change to teaching, openness to new ideas, scholarly contributions and peer recognition (through awards, publications or invited presentations). This model had a sustained impact on participants’ teaching and increased research productivity. Although few individuals can be mentored at one time in this labour-intensive model, long-term benefits may still outweigh limitations in scalability.     

Yes we can: towards assurance of learning by scholarly academics through a praxeology of the scholarship of teaching

ABSTRACT

This article explores how Revan’s praxeology and learning formula act as the foundation for the authors’ enactment of the scholarship of their teaching practice. Linking to accreditation requirement of assurance of learning the authors describe two undergraduate courses that they teach and reflect on how Revan’s praxeology of systems alpha, beta and gamma and his learning formula, L?=?P?+?Q provide a framework for understanding and enacting their scholarship of teaching. They offer their experience and reflection for other academics to engage with the scholarship of their respective practice.     

The scholarship of teaching and learning: challenges for Malaysian academics

This paper explores the adoption of the scholarship of teaching and learning (SoTL) by 10 Malaysian university academics. SoTL was part of a pioneering sector-wide initiative for improving teaching and learning. The qualitative study showed that there had been no true learning phase for SoTL because academics had high expectations of rapid success in their new research area, including journal publication. Most of their peers did not understand or value SoTL and so SoTL researchers established minority self-sustaining groups across disciplines and universities. SoTL brought new ways of thinking about teaching that were transformational for the teacher but not necessarily welcomed by the students. Students resisted radical change, and teachers were drawn back to educational practices they no longer valued. SoTL was experienced in a hierarchical educational culture where questioning of self and others was difficult and this hindered teacher development. We conclude with recommendations about realistic expectations and the importance of social learning for those considering SoTL for academic development.     

Enhancing the scholarship of teaching and learning: an organic approach

The aim of this paper is to report on an experiment in the School of Management at the University of Surrey whereby the Scholarship of Teaching and Learning is being promoted through an approach which is organic in nature. The paper argues that the nature of such scholarship means that its promotion is more likely to be successful when the approach taken is bottom-up and emergent as this is more likely to foster commitment and trust. In defining this approach, the paper draws on a diverse range of literature which is synthesised into a general concept of how such organic approaches may work. The paper concludes by suggesting that developing a Scholarship of Teaching and Learning requires the collective effort of all stakeholders involved.     

论学习社会中国远程高等教育功能的开发

远程教育是区别于传统教育的新型教育形态，是构建终身教育(终身学习)体系的理想方案，是形成学习社会的重要支柱。本从逻辑分析和实证分析角度，着重探讨远程高等教育对于建立中国学习社会的基本功能。     

对高等教育学硕士生培养模式的几点思考

自从1984年我国成立第一个高等教育学硕士点以来,我国高等教育学硕士研究生教育取得很大进展,但随着社会发展变化,出现了一些不适应社会需求的问题。文章就我国高等教育学硕士研究生培养现状作了简要分析,并试图在培养定位、学制、课程设置和教学方法等方面提出一些建议和看法。     

教师的教学观对学生学习的影响(下)

三、数据分析结果第一项分析是计算教师的 SPTCT分数 (教学观 )与他们的学生的 L PQ分数变化 (学习方式变化 )以及成绩测验的 z分数变化间的相关 ,如表 4所示。表 4　教师教学观与学生学习方式的改变以及学习成绩的变化间的相关样本数传授观应试观能力观态度观育人观灌输倾向互动倾向表层式学习 885 .13* .0 0 .0 4 .0 2 .0 3.0 7 .0 3深层式学习 889- .0 1.0 4 .0 3.0 3- .0 2 .0 3.0 2成就式学习 888.0 1.0 1.0 7.10 * .0 8.0 1.10 *常规测验成绩 10 34- .2 5 * .0 2 .0 1- .0 2 .0 9* - .13* .11*开放性测验成绩 90 5 - .19* - .0 7.…