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Using Digital Storytelling and Game-Based Learning to Increase Student Engagement and Connect Theory with Practice Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2022-04-04 Bruce Gillespie
Research shows that high levels of engagement help students learn more effectively, feel better about their learning, and improve retention rates. One reason why students report low engagement is a perceived disconnect between theory (what they learn in class) and practice (what happens in the outside world). This paper reports on the results of a small-scale SoTL experiment that increased engagement
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[Book Review] A Pocket Guide to Online Teaching: Translating the Evidence-Based Model Teaching Criteria, by Aaron Richmond, Regan Gurung, and Guy Boysen Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2022-04-04 Chris Hakala,Gabrielle Salvatore,Jacob Ames
A book review of A Pocket Guide to Online Teaching: Translating the Evidence-Based Model Teaching Criteria, by Aaron Richmond, Regan Gurung, and Guy Boysen.
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Developing Students’ Intercultural Sensitivity at the Home Campus: An Innovative Approach Using the Theory of the Creative Action Methodology Pedagogy Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2022-03-01 Jonathan Van Melle,Marco Ferreira
Higher education institutes, including research universities and universities of applied sciences, face the challenge of developing effective internationalisation practices to prepare students for the demands of a globalising world. Researchers reporting on studies that are focused on universities’ internationalisation practices show that few practices are effective to develop students’ intercultural
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Increasing Accessibility to Academic Support in Higher Education for Diverse Student Cohorts Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2022-03-01 Madeleine Bornschlegl,Nerina Jane Caltabiano
Academic support at Australian universities has become an important aspect of higher education, as student cohorts continue to diversify, and universities need to ensure the students’ success and the institutions’ reputations. Often, students in need do not access academic support services and little is known about what influences students’ decisions to seek academic support. This small-scale qualitative
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Decoding the Disciplines as a Pedagogy of Teacher Education Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2022-03-01 Jared McBrady
This paper makes a conceptual argument for using the Decoding the Disciplines research paradigm as a pedagogical innovation in the field of teacher education. It incorporates empirical findings from a research project in which teacher candidates conduct Decoding interviews to deepen understanding of historical thinking and learn pedagogical practices. Results indicate teacher candidates benefitted
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Examining Course-Level Conceptual Connections Using a Card Sort Task: A Case Study in a First-Year, Interdisciplinary, Earth Science Laboratory Course Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2022-01-31 Ashley Breanne Davidson,Christopher James Addison,James Charbonneau
Universities are recognizing the need to prepare graduates to think conceptually and have the ability to take on complex, real-world problems. Strategies to assess conceptual knowledge are limited and often require more time and effort to complete than is accessible for most undergraduate courses. Card sorting is a very broad technique for understanding how people group concepts, but in higher education
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Delving into Institutional Diversity Messaging: A Cross-Institutional Analysis of Student and Faculty Interpretations of Undergraduate Experiences of Equity, Diversity, and Inclusion in University Websites Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2022-01-31 Joanna C Rankin,Andrew J. Pearl,Trina Jorre de St Jorre,Moriah M. McGrath,Sarah Dyer,Samiah Sheriff,Roberta Armitage,Kerstin Ruediger,Anoushka Jere,Saania Zafar,Shalaine Sedres,Daania Chaudhary
Recognizing that university statements about equity, diversity, and inclusion are often cosmetic, performative, or at best, aspirational, rather than indicative of on-campus realities, this project analyzes interpretations of student identity and diversity through publicly available materials. The primary purpose of this research was to investigate how university messages about equity, diversity, and
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Scaffolding Understanding of Scholarly Educational Research Through Teacher/Student Conferencing and Differentiated Instruction Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2022-01-12 Ghazi Ghaith,Ghada Awada
This article reports the results of a qualitative study of the effectiveness of a critical reading instructional intervention based on differentiated instruction (DI) and teacher/student conferencing (TSC) in improving the participants’ understanding and evaluation of published educational research. A cohort of eleven (n = 11) novice graduate students took part in a 15-week course during which they
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Becoming Teaching & Learning Inquiry Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2022-01-12 Katarina Mårtensson,Kelly Schrum
An introduction to volume 10 of Teaching & Learning Inquiry.
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The Role of Self-Efficacy in the Thesis-Writing Experiences of Undergraduate Honors Students Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2022-01-12 Ann Medaille,Molly Beisler,Rayla Tokarz,Rosalind Bucy
Writing a thesis is often the culminating experience for undergraduate students enrolled in university honors programs in the United States. Because writing a thesis is one of the most difficult academic tasks that an undergraduate student may undertake, it requires a high level of self-efficacy, or belief in one’s capabilities to achieve certain results. However, the factors that contribute to students’
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The Effect of Collaborative Learning on Academic Motivation Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2022-01-12 Chad N. Loes
This paper explores the effect of collaborative learning on academic motivation among students from 17 institutions throughout the United States. Even in the presence of a wide array of potential confounders, collaborative learning exerted a statistically significant and positive influence on students’ academic motivation levels across four years of undergraduate education. Tests for the presence of
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Instructors’ Perspectives of Challenges and Barriers to Providing Effective Feedback Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2022-01-12 Brit Paris
Instructor perspectives regarding the challenges they experience in enacting effective feedback processes have not been the focus in the literature on effective feedback processes. This study investigated the challenges that instructors experienced in providing effective feedback to students between January and April 2020, particularly considering campus closures and the shift to online learning in
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Promoting Critical Thinking and Learning in a Large-Enrolment Humanities Class Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2022-01-12 Kiruthika Ragupathi,Zi Hui Yeo,Hui Chieh Loy
To promote the development of critical thinking abilities in an introductory undergraduate humanities course in the context of mass higher education, we implemented a course design that employed a series of scenario-based multiple-choice questions (MCQs) and informal peer discussions. Using an online survey to gather perception data and self-reported behavioral data, this study examines the extent
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Teaching & Learning Inquiry Reviews Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2022-01-12 Ketevan Kupatadze
A Teaching & Learning Inquiry website review.
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Course-Based Versus Field Undergraduate Research Experiences Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-09-14 Jonathan Graves
This paper compares undergraduate course-based research experiences to field-based research experiences to understand the relationship between these different forms of experiential learning. I study undergraduate research experiences across an economics department at a large Canadian research university. Statistical analysis indicates there are not large differences between field- and course-based
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From “Slow” to “Being ‘Lazy’ and Slowing Down” and the Impact on Student Learning Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-09-14 M'Balia Thomas,Marta Carvajal Regidor
This paper presents a case study on the measurable impact of a decolonized approach to the Slow Movement on student learning in a graduate seminar. The study operationalizes principles of Being Lazy and Slowing Down (BLSD)—that is, to make peace with not doing or being productive, to de-privilege the need for a result, and to decenter the mind as the primary source of knowledge in order to make space
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What Skills are Learned at College? Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-09-14 Tanya Martini,Lorenzo Frangella,Meghan Vandervlist
Though academics and employers have demonstrated increasing interest in the skills learned by university students, less is known about student perceptions of the skills developed during a degree. In the current study, we examined students’ and working adults’ beliefs about the skills learned and not learned during their first degree. We also examined each group’s ability to define four career-related
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Using a Self-Determination Theory Approach to Understand Student Perceptions of Inquiry-Based Learning Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-09-14 FangFang Zhao,Gillian Roehrig,Lorelei Patrick,Levesque-Bristol Chantal,Sehoya Cotner
Inquiry-based laboratory activities, as a part of science curricula, have been advocated to increase students’ learning outcomes and improve students’ learning experiences, but students sometimes struggle with open-inquiry activities. This study aims to investigate students’ perceptions of inquiry-based learning in a set of laboratory activities, specifically from a psychological (i.e., Self-Determination
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Teaching & Learning Inquiry Book Reviews Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-09-14 Lauren Hays
Book review of Transforming Digital Learning and Assessment: A Guide to Available and Emerging Practices and Building Institutional Consensus, edited by Peggy L. Maki and Peter Shea.
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Teaching & Learning Inquiry Website Reviews Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-09-14 Ketevan Kupatadze,Sophia Abbot
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Beyond Decoding the Disciplines 1.0 Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-09-14 David Pace
Decoding the Disciplines has emerged as one of the foremost approaches to the scholarship of teaching and learning (SoTL) and is being used to increase learning across the globe. But it is often not recognized that the paradigm has undergone enormous changes since its appearance in 2004. The original model has been clarified and perfected, but scholars of teaching and learning have also expanded
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Shaping a Critical Study Abroad Engagement through Experiential Arts-Based Inquiry Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-09-14 Rhia Moreno
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Developing Metacognitive Instructors through a Guided Journal Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-09-14 Lauren Scharff,John Draeger,Sarah Robinson,Leli Pedro,Charity Peak
Metacognitive instructors incorporate awareness and timely self-regulation in their teaching practice to support their current students’ learning. This exploratory study, using mixed methods, gathered empirical data to extend the work on student metacognition by documenting teacher experiences with metacognitive instruction, the impact of instructor use of a guided journal on the development of metacognitive
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Authentic learning across disciplines and borders with scholarly digital storytelling Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-09-14 Kelly Schrum,Niall Majury,Anne Laure Simonelli
Scholarly digital storytelling combines academic research and digital skills to communicate scholarly work within and beyond the classroom. This article presents three case studies that demonstrate efforts to integrate scholarly digital storytelling, a technology-enhanced assessment, across disciplines, geographic locations, and teaching contexts. The case studies originate in the United States, Northern
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Motivations for Continued Use of Critical Thinking Skills among First-Year Seminar Graduates Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-09-14 Karen Sobel
Many first-year seminar courses, as well as other programs aimed at first-year undergraduate students, actively incorporate critical thinking into the curriculum. What factors motivate students who purposefully develop these critical thinking skills to continue using them during subsequent semesters? This article discusses results of a study on this topic. Twenty-four students participated in a study
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Increase Engaged Student Learning Using Google Docs as a Discussion Platform Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-09-14 Mary Morse
Online discussion board activities have traditionally been a primary method of providing student-to-student interaction, especially in asynchronous online classes. This study examines the impact of an alternate online discussion tool on student participation in online discussion assignments. Three identical discussion assignments were examined over the course of two semesters. The first semester utilized
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Can Relational Feed-Forward Enhance Students’ Cognitive and Affective Responses to Assessment? Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-09-14 Jennifer Hill,Kathy Berlin,Julia Choate,Lisa Cravens-Brown,Lisa McKendrick-Calder,Susan Smith
Assessment feedback should be an integral part of learning in higher education, but students can find this process emotionally and cognitively challenging. Instructors need to consider how to manage students’ responses to feedback so that students feel capable of improving their work and maintaining their wellbeing. In this paper, we examine the role of instructor-student relational feed-forward, enacted
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What Price Excellence in Learning and Teaching? Exploring the Costs and Benefits for Diverse Academic Staff Studying for a GCHE Supporting the SoTL Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-08 Alison Owens,Angela Daddow,Georgia Clarkson,Duncan Nulty
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A Milestone in the Life of a Journal Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Katarina Mårtensson,Kelly Schrum
An introduction to volume 9, issue 1 of Teaching & Learning Inquiry.
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SOTL under STRESS: Rethinking Teaching and Learning Scholarship during a Global Pandemic Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Laura Cruz,Eileen Grodziak
This essay considers how the current age of multiple crises is leading to changes in questions we ask of teaching and learning, questions we ask in SoTL, and the role of SoTL scholars.
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Telling Students it’s O.K. to Fail, but Showing Them it Isn’t: Dissonant Paradigms of Failure in Higher Education Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Paul Feigenbaum
Educators increasingly extol failure as a necessary component of learning and growth. However, students frequently experience failure as a source of fear and anxiety that impedes risk-taking and experimentation. This essay examines the dissonance between these generative and stigmatized paradigms of failure, and it offers ideas for better negotiating this dissonance. After conceptualizing the two paradigms
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Student Perceptions of an Online Ungraded Course Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Daniel Guberman
What do grades mean? What purpose do they serve? What role do they play in the learning process? Teachers and scholars have recently begun to re-examine these questions central to our current grading system. As a result, many have started to re-assess how grades are assigned in their classes. In this case study, I examine the effectiveness of ungrading, an approach centered around students assigning
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Gamifying History: Designing and Implementing a Game-Based Learning Course Design Framework Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Kyle W. Scholz,Jolanta N. Komornicka,Andrew Moore
This paper analyzes the development and implementation of a game-based learning course design framework. Drawing inspiration from task-based learning, the framework is structured around four core gamified elements: narrative assignment design; learner discovery; team-based collaboration and competition; and choice through quests. The intended goal of implementing this framework is to improve learner
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Teaching Race and Racial Justice: Developing Students’ Cognitive and Affective Understanding Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Joe Bandy,M. Brielle Harbin,Amie Thurber
Effectively addressing both cognitive and affective dimensions of learning is one of the greatest obstacles to teaching race and racial justice in higher education. In this article, we first explore the need to integrate attention to cognitive and affective development, along with evidence-based strategies for doing so. We then provide a case study of an undergraduate sociology course on environmental
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The Wicked and the Logical: Facilitating Integrative Learning Among Introductory Computing Students Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Jeffrey Stone,Laura Cruz
Higher education has embraced integrative learning as a means of enabling students to tackle so-called “wicked” problems, i.e. problems that are sufficiently complex, contested, and ambiguous that conventional, disciplinary specific approaches are inadequate to address. However, challenges remain in defining integrative learning consistently and effectively, especially because the cognitive processes
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Challenges of Shaping Student Study Strategies for Success Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Trent Maurer,Catelyn Shipp
This paper reports results from a mixed-methods intervention conducted in partnership between a faculty member and an undergraduate to shape student study strategies for success in an introductory course. The instructor provided students with information on the effectiveness of the successive relearning study strategy, conducted an in-class demonstration of the strategy, and explained how students
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Foreword: 2019 International Collaborative Writing Groups (ICWGs) Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Lauren Scharff,Aysha Divan,Phillip Motley
Collaborative research and writing across disciplines and institutions happens frequently in discipline-based research. However, opportunities for cross-collaborative scholarship in teaching and learning is limited in comparison (Kahn et al., 2013; MacKenzie and Myers, 2012). Yet the value of larger scale, team-based approaches to scholarly writing is well recognised in building networks and in providing
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Exploring the Emotional Responses of Undergraduate Students to Assessment Feedback: Implications for Instructors Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Jennifer Hill,Kathy Berlin,Julia Choate,Lisa Cravens-Brown,Lisa McKendrick-Calder,Susan Smith
Summative assessments tend to be viewed as high-stakes episodes by students, directly exposing their capabilities as learners. As such, receiving feedback is likely to evoke a variety of emotions that may interact with cognitive engagement and hence the ability to learn. Our research investigated the emotions experienced by undergraduate students in relation to assessment feedback, exploring if these
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The Importance of Making-While-Reading for Undergraduate Readers: An Example of Inductive SoTL Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Ingie Hovland
This paper gives an example of an inductive Scholarship of Teaching and Learning (SoTL) process, adapting Anthony Ciccone’s five conditions of a meaningful SoTL question. Presenting a study on pre-class reading in an undergraduate religion class, I describe how my question went through five life stages. I began with nine different pre-class reading assignments. Students judged the “map” assignment
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What Type of Debrief is Best for Learning during Think-Pair-Shares? Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Chad Hershock,Martin Barrett,Michael McCarthy,Michael Melville,Joe Mertz
Copious research demonstrates the benefits of adding active learning to traditional lectures to enhance learning and reduce failure/withdrawal rates. However, many questions remain about how best to implement active learning to maximize student outcomes. This paper investigates several “second generation” questions regarding infusing active learning, via Think-Pair-Share (TPS), into a large lecture
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I Suck at This Game: “Let’s Play” Videos, Think-Alouds, and the Pedagogy of Bad Feelings Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Derritt Mason
This article explores the pedagogical usefulness of “Let’s Play” videos (LPs), a wildly popular paratext in which video gamers record and narrate their gameplay. I designed and implemented an LP creation assignment in two English Literature classes that focused on digital children’s literature and culture. I imagined my LP assignment as a variation on a cognitive “think-aloud” activity, wherein students
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Benefits of a Multi-institutional, Hybrid Approach to Teaching Course Design for Graduate Students, Postdoctoral Scholars, and Leaders Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Darren S. Hoffmann,Katherine Kearns,Karen M. Bovenmyer,W. F. Preston Cumming,Leslie E. Drane,Madeleine Gonin,Lisa Kelly,Lisa Rohde,Shawana Tabassum,Riley Blay
In this study, graduate students and postdoctoral scholars participated in a hybrid, multi-institutional workshop series about course design. Trainees developed college courses based on their research expertise, posting works-in-progress to a shared, online drive for peer review and collaboration. Learners also met weekly with local facilitators at their institution. The program led to similar learning
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Re-positioning SoTL toward the T-shaped Community Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Michelle Eady,Earle Abrahamson,Corinne Green,Mayi Arcellana-Panlilio,Lisa Hatfield,Nina Namaste
Amongst a range of changes that have taken place within tertiary education, perhaps the most revolutionary has been a shift to student-centred approaches focused on life-long learning. Accompanying this approach to holistic higher education (HE) has been a growing interest in, and understanding of, the Scholarship of Teaching and Learning (SoTL). SoTL has, at its core, a deep concern with student learning
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The Scholarship of Critique and Power Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Tiona Camille Martin-Thomsen,Gaia Scagnetti,Siobhan R. McPhee,Ashley B. Akenson,Dana Hagerman
Critique can be defined as disciplinary feedback, analysis, or assessment provided to an individual or within a group, be it a classroom or a team. At a fundamental level, it is an exchange of ideas, impressions, evaluations, opinions, reflections, judgments, speculations, or suggestions to oneself or between two or more participants in a defined context. Scholars describe critique as a signature pedagogy
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Sharing SoTL Findings with Students: An Intentional Knowledge Mobilization Strategy Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Trent W. Maurer,Cherie Woolmer,Nichole L. Powell,Carol Sisson,Catherine Snelling,Odd Rune Stalheim,Ian J. Turner
This paper critically examines the reasons for and processes of sharing SoTL findings with students. Framed by our commitment to SoTL’s role to make teaching “community property,” we interpret sharing SoTL findings with students as an act of knowledge mobilization, where SoTL might be disseminated, translated, or co-created with the student as a legitimate knowledge broker. We connect these knowledge
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Examining the Focus of SoTL Literature—Teaching and Learning? Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Karen Manarin,Christine Adams,Richard Fendler,Heidi Marsh,Ethan Pohl,Suzanne Porath,Alison Thomas
Although the Scholarship of Teaching and Learning (SoTL) claims to focus on student learning, some have argued that SoTL studies often adopt a narrow view of learning and focus more on teaching than on learning. In this paper, we explore whether teaching is the primary focus of recent articles published from 2013-2017 in three international, self-identified SoTL journals: Teaching and Learning Inquiry:
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Brokering Boundary Crossings through the SoTL Landscape of Practice Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Barbara Kensington-Miller,Andrea Webb,Ann Gansemer-Topf,Heather Lewis,Julie Luu,Geneviève Maheux-Pelletier,Analise Hofmann
This study examines the lived experiences of seven internationally diverse scholars from Canada, the United States, New Zealand, and Australia to answer the question: how do we make meaning of our collective boundary crossing experiences across disciplines and positions within SoTL? Our positions range from graduate student, faculty, and academic developers, to department chair and centre director
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A Developmental Framework for Mentorship in SoTL Illustrated by Three Examples of Unseen Opportunities for Mentoring Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Jennifer C Friberg,Mandy Frake-Mistak,Ruth Healey,Shannon Sipes,Julie Mooney,Stephanie Sanchez,Karena Waller
Mentoring relationships that form between scholars of teaching and learning occur formally and informally, across varied pathways and programs. In order to better understand such relationships, this paper proposes an adapted version of a three-stage model of mentoring, using three examples of unseen opportunities for mentoring in the Scholarship of Teaching and Learning (SoTL) to illustrate how this
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Review of Writing about Teaching and Learning in Higher Education Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Nancy Chick,Katarina Martensson
A review of Mick Healey, Kelly E. Matthews, and Alison Cook-Sather’s Writing about Learning and Teaching in Higher Education: Creating and Contributing to Scholarly Conversations across a Range of Genres
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SoTL in the Margins: Teaching-Focused Role Case Studies Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Nicola Simmons,Lauren Scharff,Michelle Eady,Diana Gregory
The number of teaching-focused faculty (TFF) continues to increase, raising concerns about opportunities to engage in the Scholarship of Teaching and Learning (SoTL) for academics who are hired to focus on teaching rather than research. Various names for these teaching-focused positions include, but are not limited to: instructional, limited-term faculty; permanent, but not eligible for tenure; equivalent
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What Do SoTL Practitioners Need to Know about Learning? Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Hillary H. Steiner,Christopher M. Hakala
What does someone embarking on a scholarship of teaching and learning (SoTL) project need to know about how students learn? And how can the SoTL novice reconcile their goals to improve teaching and learning with the vastness of the literature on the science of learning? In this article, we consider the complexity of this literature and its intersection with SoTL. We also review several popular books
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Using Asynchronous, Online Discussion Forums to Explore How Life Sciences Students Approach an Ill-Structured Problem Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Foong May Yeong
To foster students’ learning of critical-thinking skills, I previously introduced ill-structured problems to provide students opportunities to apply content knowledge and thinking skills. However, I noted that my third-year, life sciences students were not solving such problems effectively. Therefore, I used a grounded approach and conducted content analysis of students’ forum discussions to understand
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Minding the Gap: Comparing Student and Instructor Experiences with Critical Reflection Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2021-03-07 Bridget Arend,Beth Archer-Kuhn,Kazuko Hiramatsu,Chris Ostrowdun,Janel Seeley,Adrian Jones
Critical reflection (CR) is regarded as essential for learning in higher education. Many instructors want students to reflect deeply and critically, but lament perceived deficiencies in students’ value and understanding of CR. This qualitative study explored four undergraduate courses across disciplines to appraise how instructors' perceptions of CR compared to the perceptions of their students. We
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Between Culture and Curricula: Exploring Student and Faculty Experiences of Undergraduate Research and Inquiry Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2020-10-06 Andrew Perrella,Huyen Dam,Lynn Martin,John C. MacLachlan,Nancy Fenton
Undergraduate research and inquiry is a growing movement within the teaching and learning nexus, with many institutions developing their practices within this culture of education. This study aimed to identify the perceptions and experiences surrounding undergraduate research and inquiry among students and faculty at McMaster University in Ontario, Canada; assess the extent of research and inquiry
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Supporting SoTL Development through Communities of Practice Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2020-10-06 Anne M. Tierney,Dorothy Aidulis,Julian Park,Katherine Clark
Increasingly, academics are engaging with the Scholarship of Teaching and Learning (SoTL). However, within United Kingdom higher education, the definition of and activities that constitute SoTL remain open to debate. In this article, we explore SoTL through four career histories that give insight into how SoTL has developed and played a role in the careers of four life sciences-based, teaching-focused
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The Place of Research Paradigms in SoTL Practice: An Inquiry Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2020-10-06 Neil Haigh,Andrew John Withell
Research paradigms constitute views that a researcher holds about (a) the nature of reality and what they can know about it (that is, ontology); (b) the potential influence of their existing ideas and values on what they want to know, how they try to get to know, and criteria they use to make judgments about knowledge (epistemology); and (c) appropriate strategies for developing and evaluating knowledge
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Who Are We Citing and How? A SoTL Citation Analysis Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2020-10-06 Alicia Cappello,Janice Miller-Young
The Scholarship of Teaching and Learning (SoTL) is continuing to develop as a multidisciplinary, international field of practice and a topic of study itself. As the field matures, one area of interest has been the SoTL literature review. However, there has not been an evidence-based study of SoTL citation practices. The purpose of this study was to analyze one year’s worth of articles from this journal
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Awakening (to all of our SoTL stories) Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2020-10-06 Suzanne Le-May Sheffield
Awakening (to all of our SoTL stories)
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Staying Normal under Abnormal Circumstances: Publishing during a Global Pandemic Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2020-10-06 Katarina Mårtensson,Nancy L. Chick
An introduction to volume 8, issue 2 of Teaching & Learning Inquiry.
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Motivation Strategies and Exiting Class by Students in Inquiry-Oriented Biology Labs Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2020-10-06 John M. Basey,Clinton D. Francis,Maxwell B. Joseph
Experimental inquiry-oriented science labs can be designed to have students regulate their own learning and decide when they leave class or to have the teacher regulate student learning and determine when they leave class. In this study, grades were examined relative to student exit times in a student-regulated class design. Preliminary interviews revealed four motivation strategies likely to differentially