The Scholarship of Teaching and Learning in Teaching Sociology

Paino, Maria; Blankenship, Chastity; Grauerholz, Liz; Chin, Jeffrey

doi:10.1177/0092055x12437971

Cited by 17 publications

(30 citation statements)

References 21 publications

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“…While perhaps not truly global, this interest is particularly strong -naturally enough, given that the review focused on English language outputs -across the English-speaking world. (Atkinson 2001, Chin 2002, Lucal et al 2003, Paino et al 2012, textiles (Meyer and Kadolph 2005) and theology (Gravett 2016, Killen andGallagher 2013).…”

Section: Application and Practicementioning

confidence: 99%

“…In a similar study, Paino et al (2012) looked at the articles published in another US-based journal, Teaching Sociology, over the 2000-2009 period. While they found an increase in the volume of relevant research being published in that journal, and an increasing sophistication in the approaches taken, they noted that relatively little of this research was externally funded and questioned 'just how institutionalized and accepted SoTL has really become' (p. 103).…”

Section: Issues and Critiquementioning

confidence: 99%

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Tracking the scholarship of teaching and learning

Tight

2017

Policy Reviews in Higher Education

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The scholarship of teaching and learning has become an increasingly popular theme for discussion, research and practice in higher education over the last three decades. In essence, this idea recognizes the importance of taking a critical and research-based approach to teaching and learning, and, in doing so, attempts to elevate the status of the teaching role in comparison to research. This article explores the derivation and development of the scholarship of teaching and learning, and considers its application and critique, through a systematic review of the academic literature. It concludes that, while the scholarship of teaching and learning has been influential in terms of thinking, practice and policy-particularly at the level of the individual, course or department-it has not led to the development of new or innovative lines of research. While it might be argued that this was not its intention, it has limited its impact.

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Section: Application and Practicementioning

confidence: 99%

Section: Issues and Critiquementioning

confidence: 99%

Tracking the scholarship of teaching and learning

Tight

2017

Policy Reviews in Higher Education

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“…First, I use a pretest and posttest design that gauges students' general comprehension of the theory before and after the activity. Systematic comparisons like the pretest and posttest design used to assess student learning in this note are among the most rigorous forms of assessment (Paino et al 2012). Second, I compare the exam responses of the 76 students in the activity group with the responses of 222 students who did not participate in the activity.…”

Section: Assessment Of Student Learningmentioning

confidence: 99%

Simulating Secularization

May

2014

Teach Sociol

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Instructing students in sociological theory is a foundational part of the discipline, but it can also be a challenge. Readers of Teaching Sociology can find a number of activities designed to improve students’ understanding of sociological theory in their general theory courses, but there are fewer activities designed to improve student learning in more substantive coursework like the sociology of religion. The purpose of this note is to describe and evaluate an activity designed to illustrate one such theory: Peter Berger’s theory of secularization. Evidence of student learning is based on multiple forms of assessment including a pretest-posttest design, students’ exam responses, and students’ open-ended reflections about their experience during the simulation. Implications for the sociology of religion and the broader discipline are discussed.

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“…The field of teaching and learning has done tremendous work in developing more quality assessments of learning in college classrooms (Paino et al 2012). However, we must ensure that participation assessment is not overlooked.…”

Section: Discussionmentioning

confidence: 99%

Reconceptualizing Participation Grading as Skill Building

Gillis

2018

Teach Sociol

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Two common ways that instructors assess participation in sociology courses are recalling participation by memory or counting times spoken during class in real time. However, these common assessments rely on faulty assumptions that do not support their usage. This article reconceptualizes participation grading as an opportunity to motivate skill building across a variety of dimensions. The evidence from two classes of 45 and 47 students demonstrates that this conceptualization can be effectively implemented in undergraduate courses. Students set participation goals; all students met at least one goal, and more than two-thirds met all three goals. Qualitative themes from their reflections include students learned that participation is about skills not personality, it gets easier once started, participation dimensions are interconnected, and these skills can be applied in other classes. Benefits can be achieved when instructors implement a multifaceted skill-based participation system to assess participation.

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The Scholarship of Teaching and Learning in Teaching Sociology

Cited by 17 publications

References 21 publications

Tracking the scholarship of teaching and learning

Tracking the scholarship of teaching and learning

Simulating Secularization

Reconceptualizing Participation Grading as Skill Building

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