Inventorying the Scholarship of Teaching and Learning Literature

Community college faculty engagement in the scholarship of teaching and learning

“…Such efforts take the form of frameworks, models, schema, and other tools designed by scholars to describe SoTL (e.g., Glassick, Huber, & Maeroff, 1997; Huber & Hutchings, 2005; Hutchings, Huber, & Ciccone, 2011). Tight (2018) notes that SoTL‐centered articles have been published throughout the English‐speaking world; Braxton, Francis, Kramer, and Marsicano (2018) identified a total of 425 articles on SoTL topics published in the four teaching‐focused journals of Bioscience: Journal of College Biology Teaching , The Journal of Chemical Education , Teaching History , and Teaching Sociology .…”

Now I Can See the Moon

“…Contemplative pedagogies connect students to the lived, embodied experience of their own learning; students become more aware of their internal world and connect their learning to their values and sense of meaning, which enables them to form richer deeper, relationships with their peers, their communities, and the world around them, and to act as agents of positive change. Up until this point, there has been significant work done on exploring ways in which the contemplative traditions inform teaching and learning in American higher education (Barbezat and Bush 2014;Braxton et al 2018;Owen-Smith 2018). New work continues to emerge in this field, and extant fields have taken on new life, but there remains a lack of research exploring ways that Western pedagogical strategies might inform contemplative education.…”

Expanding the Student Persistence Puzzle to Minority Serving Institutions: The Residential Historically Black College and University Context

“…First-year student persistence in higher education is one of the primary intermediate outcomes used to measure the success of undergraduate students (Braxton, 2008). Research from the past 70 years—principally Tinto’s (1975, 1993) interactionalist theory—has tackled this issue from various theoretical lenses, and studies continue to provide insight regarding the reasons students may or may not persist (Braxton & Hirschy, 2005; Kerby, 2015; Martin, 2015).…”