Navigating the Lows to Gain New Heights: Constraints to SoTL Engagement

Webb, Andrea S.

doi:10.5206/cjsotl-rcacea.2019.2.8173

Cited by 12 publications

(4 citation statements)

References 23 publications

(29 reference statements)

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“…S, 2019). [25] Second, SOTL lacks sufficient policy support and is not regarded as a real research. SOTL staff often experience the following situations when they are involved in research: lack of funding, lack of institutional support, loneliness, a sense of overload, and their sense that the work is not valued by their institution.…”

Section: Academic Silos: Confusion Of Academic Identitymentioning

confidence: 99%

The Conceptual Changes and Interpretations with Scholarship of Teaching and Learning

2024

aduhe

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Since Boyer proposed SOTL in the 90s of the last century, the connotation of SOTL has been continuously developed. The conceptualization process can be summarized into three phases: emphasizing the teaching of knowledge and valuing the output of teaching, supporting the conceptualization of SOTL with the help of an existing research base in the discipline, and seeking recognition from an institutionalized or methodological perspective. However, in this process, SOTL has also fallen into a crisis whirlpool, including the limitations of teaching academic connotation, the dilemma of interdisciplinarity, and the confusion of teaching academic identity. In order to get out of the crisis whirlpool, many scholars are actively looking for solutions.

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Section: Academic Silos: Confusion Of Academic Identitymentioning

confidence: 99%

The Conceptual Changes and Interpretations with Scholarship of Teaching and Learning

2024

aduhe

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“…Educators in the SoTL activities could improve the quality of education by resolving educational problems or applying an innovative method/approach in the educational community [6,7]. The main elements of SoTL included literature-informed, theoretically grounded, and methodologically rigorous research in education contexts [8]. Beckman and colleagues introduced a three-step scholarly approach that included the refinement of the study question and objectives by studying a conceptual framework, reviewing the literature and finding existing gaps in the community (step 1), developing appropriate study designs and methods (step 2), and select outcomes (distinguishing from assessment methods and instruments, and levels of Kirkpatrick's hierarchy of reaction, learning, behavior, and results) (Step 3) [9].…”

Section: Introductionmentioning

confidence: 99%

A developmental pathway toward leadership for educational change: the Educators’ experiences of the educational scholar program

Keshmiri

2023

BMC Med Educ

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Introduction The Educational Scholar Program (ESP) is a creative method to focus on the quality of education and the scholarship of education. This paper critically investigated how educational educators perceived the Educational Scholar Program. Method The ESP was developed according to the project-based learning method. An interdisciplinary strategy was used by participating educators from different schools, including nursing, medicine, public health, dentistry, and pharmacy. (n = 27). Semi-structured interviews explored the experiences of the participants in the ESP. A conventional content analysis approach introduced by Graneheim and Lundman was used for data analysis. Results A theme of “a developmental pathway toward leadership for educational change” was explored into four categories: “Motivated for educational change,” “collaborative learning through the application of knowledge,” “tensions of change agent,” and “a perceived responsibility of a change agent.” Conclusion The participants perceived the ESP as a platform for improving leadership capabilities for educational change through the Scholarship of Teaching and Learning (SoTL). Using the ESP as a faculty development program to train educational leadership for change is suggested.

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“…The most frequently cited purpose of SoTL is to enhance university teaching (Trigwell, 2013). While evidence suggests that SoTL is an effective mechanism for improving student learning (Brew, 2007), engagement in SoTL is dependent on understanding, incentives, and commitment to improving teaching and learning (Webb, 2019).…”

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confidence: 99%

L’engagement et le rôle de l’ACEA dans les changements en matière d’évaluation

Simper,

Berry,

Mårtensson

et al. 2023

cjsotl-rcacea

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This study follows a network-based Assessment Redesign Project at a Canadian university to investigate engagement and sustained implementation. The following strategies were employed in the project: mini-grants, embedded support, a community of practice, and social networks. Assessment facilitators worked in discipline clusters to achieve mutual goals for assessment reform targeted at the authentic assessment of critical thinking and problem-solving. Interviews were conducted with nine of the 25 project members one-year post-implementation. The study adopted a motivational theoretical lens to investigate how the experience of the Assessment Redesign Project affected motivation and the continued adoption or propagation of assessment strategies. Participants commented on how helpful the embedded support had been in building their assessment skills or knowledge. The mini-grants were used (in some cases) to fulfil scholarship of teaching and learning (SoTL) goals. All of those engaged in SoTL demonstrated intrinsic motivation for assessment change and had propagated assessment techniques or activities into other courses. In the few cases where motivation was purely extrinsic, there was no SoTL or continuation of assessment activities. This study highlights the links between SoTL and the longer-term impact of the Assessment Redesign Project. Suggestions are provided for institutions wishing to replicate outcomes from the project.

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Navigating the Lows to Gain New Heights: Constraints to SoTL Engagement

Cited by 12 publications

References 23 publications

The Conceptual Changes and Interpretations with Scholarship of Teaching and Learning

The Conceptual Changes and Interpretations with Scholarship of Teaching and Learning

A developmental pathway toward leadership for educational change: the Educators’ experiences of the educational scholar program

L’engagement et le rôle de l’ACEA dans les changements en matière d’évaluation

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