SoTL and Students' Experiences of their Degree-Level Programs: An Empirical Investigation

Abstract

In the global higher education sector, government accountability initiatives are increasingly focused on degree-level competencies that may be expected from university graduates. The purpose of this paper was to examine the extent to which SoTL reflects this increased interest in student learning across the degree program. articles (n=136) published in three international SoTL journals, over the past three years, were systematically reviewed using a framework that concentrated on the extent to which they reflected a focus of (a) teaching-emphasis versus learning-emphasis and (b) unit-level (subject, course) versus degree-/ program-level. Our analy sis indicated that the majority of SoTL publications (47%) were focused at the level of a single unit with an emphasis on teaching practice; in contrast, only a small minority of SoTL publications (9%) were focused at the level of the overall degree with an emphasis on learning processes. Drawing on our review, we highlight SoTL publications that exemplify the inquiry into student learning at the level of the degree program and offer questions to guide future SoTL inquiries.

Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: implications for academic development

“…Our data collection and analysis process followed that of Matthews et al (2013), where two researchers read, analysed, consulted, and agreed on the analysis of each paper. Data then were entered into a purpose-built analysis instrument (an online survey tool).…”

A programme-wide training framework to facilitate scientific communication skills development amongst biological sciences Masters students

“…It is also distinctive in that a programme-wide approach to facilitating communication skills development is described. This is in contrast to published studies both at undergraduate and graduate level that usually focus on learning and teaching activities within single modules (units) (Matthews et al 2013).…”

Framework for Strengthening the Scholarship of Teaching and Learning in the Canadian College Sector

“…Guiding questions can be used to begin an inquiry process (Ny et. al., 2008), consider broad aspects of the selected approach (Byggeth, Broman, & Robèrt, 2007;Matthews et al, 2013), and assess performance (Matthews et al, 2013). In our case, we are proposing the guiding questions be used in what Musolino and Mostrom (2005) would refer to as the practical/technical realm of reflection so that SoTL leaders will know about their context, a best SoTL practice identified by Felten (2013), which may lead to best planning for and implementation of SoTL.…”