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... In his significant text, Scholarship Reconsidered: Priorities of the Professoriate, Boyer (1990) built on these ideas. Addressing an imbalance in faculty work, Boyer encouraged professors to expand the definition of scholarship to include a scholarly approach to teaching, and by so doing to garner for SoTL the recognition and resources that had typically been reserved for traditional research (Pace & Erekson, 2006). Despite drawing much attention, Boyer's (1990) conceptualization of SoTL was met with resistance and critique (Bender, 2005). ...
... A significant body of research on the scholarship of teaching and learning (SOTL) exists in disciplines such as education, with emphases on the conduct of educational research (O'Loughlin, 2006), the development of faculty pedagogical knowledge (Major & Palmer, 2006; Hubball & Bert, 2006), issues of promotion and tenure, as well as institutional support (Shapiro 2006). The application to SOTL to innovative teaching in history (Cutler, 2006; Pace & Erekson, 2006; Kornblith & Lasser, 2006) and medical education (Fincher & Work, 2006) and higher education (Becker & Andrews, 2004; Paulsen & Feldman, 2006) is well documented. Three significant issues have been noted: the discipline specific nature of SOTL, the validity of SOTL for professional and institutional development, and the role of SOTL in assessment and promotion policies. ...
The scholarship of teaching and learning (SOTL) typically explores "not only improving instruction and learning, but also methodically assessing whether specific teaching interventions have had the desired effect." O'Loughlin (2006). Much of the work in SOTL focuses on undergraduate education, and has not been adequately explored in conflict management teaching especially at the graduate level. This paper proposes a framework for the investigation of the use of student portfolios and role-play activities to generate research proposals in an innovative course in communication, culture and conflict in a postgraduate program in mediation studies. The sample data suggest that the teaching and learning activities adopted in this program have the potential to develop practical applications of relevant theory to research identified mediation problems and to propose systematic approaches to their study and resolution.
Over the past decade, the need for ensuring ethical Scholarship of Teaching and Learning (SoTL) inquiry has been identified by faculty and staff at the University of Calgary, Alberta, Canada. During this time, there has been increased attention to ethical issues in SoTL both by SoTL researchers and the institutional research ethics boards. As SoTL is a field where researchers come from many varied disciplines, differences in research approaches extend to variations in perceptions about ethics. Therefore, SoTL scholars from different disciplines align with slightly different inquiry traditions, and it is common for both new and seasoned SoTL researchers to question the need for research ethics approval. At the same time, ethics committee members have been hesitant to approve SoTL applications because of a lack of familiarity with the field. This confusion, in turn, has created questions surrounding general perceptions of the processes surrounding ethical review for SoTL research and has perpetuated an apprehension around applying for and adhering to research ethics approvals. In this chapter, we describe our experiences in the SoTL field through our histories and narratives and articulate how we organically came to build a collaborative, ethically-minded SoTL community on our campus. Although this building process was slow and serendipitous at times, our collective interest led us to contemplate SoTL research ethics in a more structured way and commence embedding ethics in our institutional SoTL practices. Using reflection through a narrative methodology, our stories reveal that our collaborative efforts have been foundational to fostering a culture of ethical consideration amongst our campus’s SoTL community.
Framed by Huber and Hutchings's defining features of the scholarship of teaching and learning (SoTL), the study described in this chapter examines institutional encouragement of and faculty engagement in SoTL. Faculty at forty-nine U.S. colleges and universities participating in the 2009 Faculty Survey of Student Engagement completed items about SoTL. Results suggest that institutional encouragement of and faculty engagement in the public dissemination of teaching investigations lag behind encouragement and engagement in other aspects of SoTL. Some faculty subgroups (among them, women and faculty in education) on average feel more institutional encouragement and engage in SoTL activities more than their colleagues do.
This case study examines a teaching candidate's completion of a major assessment project, including his approach to lesson planning and assessment design, the creation of rubrics, and the crafting of narratives to analyze his students' work. Qualitative data analysis suggests that this beginning teacher, who excelled in planning and teaching for historical thinking, needed additional support in honing his skills with respect to discipline-based assessment. In his analysis of students' work and his reflection on the assessments, the teaching candidate retreated to generalist stances that made no references to thinking historically. The teaching candidate demonstrated an ability to design discipline-based assessments and an inability to use a discipline-based framework to assess and describe his students' work.
Over the past decade historians and educational researchers in the UK, Australia, the USA and Canada have been devoting ever increasing energy to the systematic exploration of the learning of history at the college level. Now members of the discipline have come together to nurture and to disseminate this new scholarship of teaching and learning history. They have created an international society, a website, and an electronic newsletter that should be of interest to those in other disciplines who are concerned with bringing some of the rigor they honor in traditional research to the problems they face in the classroom.
In the final decades of the twentieth century, academic history was beset by powerful anxieties that played upon the self-confidence and sense of identity of its practitioners. While this ‘crisis’ has been widely discussed in terms of historical writing, its pedagogic dimensions have been largely absent. This article examines the place of pedagogy in the public life of the discipline, the nature of academic historians' beliefs about teaching and on student learning, and the influence of these upon practice at a time of considerable change in British higher education. It uses the notion of a ‘moral order’ to explore dominant notions of educational ‘good’ in the discipline and analyse the tensions between a mainstream, and often implicit, pedagogic paradigm, an ascendant instrumentalist policy discourse in British higher education and revisionist voices within the discipline. Finally, it advocates a more expansive and reflexive stance to pedagogy grounded in attentiveness to taken-for-granted beliefs, assumptions and aspirations, their histories and the practices that stem from them, and a willingness to subject these to public scrutiny through informed critique, contestation and reinvention.
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