Situating SoTL Within the Disciplines: Mathematics in the United States as a Case Study

Dewar, Jacqueline M.; Bennett, Curtis D.

doi:10.20429/ijsotl.2010.040114

Cited by 8 publications

(7 citation statements)

References 9 publications

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“…This finding resonates productively with literature that suggests the value of aligning SoTL with established priorities of the institution, on one hand (Schroeder, 2007), and of in di vidual departments and disciplines on the other (Dewar & Bennett, 2010). Targeted research groups might be established around priority questions at each of these levels.…”

Section: Developing Priority Areas For Institute Scholarshipsupporting

confidence: 74%

“…Many SoTL advocates have suggested that teaching and learn ing inquiry is more effective when aligned with institutional mission and identity (Good burn & Savory, 2009;Schroeder, 2007), for example, or with established disciplinary priorities (Cousin, Healey, Jenkins, Bradbeer, & King, 2003;Dewar & Bennett, 2010;Huber & Morreale, 2002). Likewise, others have discussed the importance of mobilizing a network of change agents and champions who advocate for SoTL at the institution and beyond (McKinney, 2012), in clud ing senior administrators and other leaders who can affirm that SoTL is an official campus priority (Ginsberg & Bernstein, 2011).…”

mentioning

confidence: 99%

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Developing SoTL through Organized Scholarship Institutes

Marquis

2015

Teaching & Learning Inquiry: The ISSOTL Journal

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The need to further integrate SoTL into college and university cultures has been discussed relatively frequently in recent teaching and learning literature. While a number of useful strategies to assist in this task have been advanced, one es pecially promising suggestion is the development of organized, institutionally recognized scholarship institutes. Centres or units of this sort have been created at higher education institutions in a number of countries, but little published infor mation currently exists about the design of these institutes or the experiences of individuals affiliated with them. To that end, the present study sought to examine the perceived benefits, challenges and design features of teaching and learning scholarship institutes at research intensive universities worldwide. A website scan and a survey of individuals affiliated with these units were used to collect qualitative and quantitative data of relevance to the research questions. Based on the findings, and on ideas from the existing research institute and scholarship of teaching and learning literatures, a series of recommendations for individuals and campuses interested in developing effective SoTL institutes are provided.

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Section: Developing Priority Areas For Institute Scholarshipsupporting

confidence: 74%

mentioning

confidence: 99%

Developing SoTL through Organized Scholarship Institutes

Marquis

2015

Teaching & Learning Inquiry: The ISSOTL Journal

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“…The literacy function that defines the educate stage is based on the assumption that, at least to some extent, SoTL work is transdisciplinary in nature and that pedagogical practice serves as a form of lingua franca across disciplines. Experts continue to debate whether SoTL should be situated over, between, within, or among the disciplines, or perhaps a mixture of all of these (Dewar & Bennett, ; Gallos, ; Healey, Bradford, Roberts, & Yolande, ; Huber, ; Huber & Morreale, ; Lindblom‐Ylänne, Trigwell, Nevgi, & Ashwin, ; McKinney, ; Shulman, ). The uneasy relationship is reflected in the growing evocation of the acronym DBER, used in some fields to differentiate discipline‐based teaching and learning research from SoTL.…”

Section: The Sotl Scaffoldmentioning

confidence: 99%

The SoTL Scaffold: Supporting Evidence-Based Teaching Practice in Educational Development

Cruz

Cunningham

Smentkowski

et al. 2019

To Improve the Academy

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This article presents a scholarship of teaching and learning (SoTL) scaffold, a conceptual model designed for educational developers (and others) who support the values, practices, and production of the SoTL, both on their campuses and beyond. The SoTL scaffold explicates distinct support levels, ranging from spark to lead, each of which call for differentiated strategies and programs to be used by Centers for Teaching and Learning (CTLs) and similar units.

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“…SoTL has also been used in STEM fields such as mathematics [8] and science which also uses a process coined by the National Science Foundation as "Teaching as Research" (TAR) [7]. In recent years SoTL has become a topic on college campuses both at the undergraduate and graduate level, but has not been widely explored in LIS curricula.…”

Section: The Scholarship Of Teaching and Learning (Sotl)mentioning

confidence: 99%

Reflective course construction: An analysis of student feedback and its role in curricular design

Mitchell

2013

EFI

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This study uses formal and informal student feedback as a source for understanding the impact of experimental course elements. Responses were used to develop a codebook, which was then applied to the entire dataset. The results inform our understanding of student's conceptions of professional identity, learning styles and curriculum design. The study found that professional identity (both their own and peers/instructors) is a lens through which students view course content and structure. In turn, this study found that this lens was useful in understanding feedback related to curricular content and structure. It also found that the coding process provided a mechanism to explore student learning style preferences even though students rarely overtly statements regarding their learning styles. The study generated a coding framework that can be applied to a wide range student feedback and used this framework to bring together formal (e.g. end of term) and informal (e.g. recurring weekly but unstructured) feedback.

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Situating SoTL Within the Disciplines: Mathematics in the United States as a Case Study

Cited by 8 publications

References 9 publications

Developing SoTL through Organized Scholarship Institutes

Developing SoTL through Organized Scholarship Institutes

The SoTL Scaffold: Supporting Evidence-Based Teaching Practice in Educational Development

Reflective course construction: An analysis of student feedback and its role in curricular design

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