There is an international debate about the development of the scholarship of teaching. It is argued here that the scholarship of teaching needs to be developed within the context of the culture of the disciplines in which it is applied. The scholarship of teaching involves engagement with research into teaching and learning, critical re¯ection of practice, and communication and dissemination about the practice of one' s subject. This provides a challenging agenda for the development of subject-based teaching. Implementing this agenda includes applying the principles of good practice in the disciplines; developing the status of teaching; developing the complementary nature of teaching and research; and undertaking discipline-based pedagogic research. The paper is illustrated with particular reference to the discipline of geography.
This paper explores the implications of the effective integration of research, teaching and learning for academic development through the lens of an international multi‐institutional comparison of student perceptions of research and its impact on their learning environment. The study, with a sample of over 500 final‐year undergraduate students across three institutions in the UK and Canada, represents a spectrum of research and teaching intensive universities and is one of the largest exploring undergraduate student perceptions of research in the linking teaching and research literature. The results indicate a complex relationship between student perceptions and experiences of research and the type of institution, as well as the individual, institutional and national context. They also inform the discussion of particular issues that academic developers face and the strategies they use to improve the integration of research and teaching to benefit the undergraduate learning experience in their institution.\ud
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Cet article explore les implications, pour le développement pédagogique, de l’intégration effective de la recherche, de l’enseignement et de l’apprentissage à l’aide de la lentille d’une comparaison internationale multi institutionnelle des perceptions étudiantes à l’égard de la recherche et de leur impact sur l’environnement d’apprentissage. L’étude, reposant sur un échantillon de plus de 500 étudiants en dernière année de 1er cycle, provenant de trois institutions au Royaume‐Uni et au Canada, représente un spectre d’universités centrées sur l’enseignement ou sur la recherche. L’étude constitue une des recherches les plus importantes au sujet des perceptions étudiantes à l’égard de la recherche dans la littérature portant sur le lien entre l’enseignement et la recherche. Les résultats indiquent une relation complexe entre les perceptions et les expériences des étudiants, et le type d’institution, de même qu’avec les contextes individuel, institutionnel et national. Les résultats contribuent aussi à la discussion de questions particulières auxquelles les conseillers pédagogiques font face ainsi que les stratégies que ceux‐ci utilisent en vue d’améliorer l’intégration de la recherche et de l’enseignement de façon à en faire bénéficier l’expérience d’apprentissage au 1er cycle au sein de leur institution
Faculty need to be supported and encouraged to integrate disciplinary research and scholarship into undergraduate courses and programs in ways that are beneficial to their students' learning.
LOCATE: There are many general books and articles on publishing in peer-reviewed journals, but few specifically address issues around writing for scholarship of teaching and learning (SoTL) journals. One of the challenges of beginning to write about SoTL is that most scholars have become interested in exploring teaching and learning issues in higher education (HE) alongside their disciplinary interests and have to grapple with a new literature and sometimes unfamiliar methods and genres as well. Hence, for many, as they write up their SoTL projects, they are simultaneously forging their identities as SoTL scholars.
FOCUS: We unpack the process of writing SoTL articles for peer-reviewed journals with the goal of supporting both new and experienced SoTL scholars (faculty/academics, professional staff, and students) as they nurture and further develop their voices and their SoTL identities and strive to contribute to the enhancement of learning and teaching in HE.
REPORT: We pose three related sets of overarching questions for consideration when writing SoTL articles for peer-reviewed journals followed by heuristic frameworks for publishing in five specific writing genres (empirical research articles, conceptual articles, case studies of practice, reflective essays, and opinion pieces).
ARGUE: Using the metaphor of being in conversation, we argue that writing is a values-based process that contributes to the identity formation of SoTL scholars and their sense of belonging within the SoTL discourse community.
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