The Scholarship of Teaching and Learning (SoTL) at Renaissance College (University of New Brunswick): A Case Study of SoTL at the Faculty Level

2016 ◽  
Vol 2016 (146) ◽  
pp. 39-45 ◽  
Author(s):  
Thomas Mengel
Keyword(s):  
New Brunswick ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Faculty Level

scholarly journals The 4M framework as analytic lens for SoTL’s impact: A study of seven scholars

2020 ◽  
Vol 8 (1) ◽  
pp. 76-90
Author(s):  
Nicola Simmons
Keyword(s):  
Teaching And Learning ◽  
Motivation Theory ◽  
Scholarship Of Teaching ◽  
Four Levels ◽  
Postsecondary Teaching ◽  
The Impact

The Scholarship of Teaching and Learning (SoTL) encompasses research on postsecondary teaching and learning across all disciplines. Why do scholars engage in the study of teaching and learning? What supports and challenges do they encounter? What is the impact of SoTL? Using a micro-meso-macro-mega (4M) framework, I explore these questions in interviews with seven SoTL scholars from various disciplines in one institution. Primarily, this article provides a case study illustration of the use of the micro-meso-macro-mega framework to explore SoTL. In addition to exploring participants’ reflections vis-à-vis the four levels, I reflect on possible connections to motivation theory as a lens for themes arising from the participants’ accounts of supports and barriers and the impact of their SoTL work.

scholarly journals Case Study Methodology: Flexibility, Rigour, and Ethical Considerations for the Scholarship of Teaching and Learning

2015 ◽  
Vol 6 (3) ◽  
Author(s):  
Marion L Pearson ◽  
Simon P Albon ◽  
Harry Hubball
Keyword(s):  
Teaching And Learning ◽  
Ethical Considerations ◽  
Scholarship Of Teaching ◽  
Case Study Methodology ◽  
Curricular Practices ◽  
Collecte De Données ◽  
Study Methodology ◽  
The Many ◽  
Cas A

Individuals and teams engaging in the scholarship of teaching and learning (SoTL) in multidisciplinary higher education settings must make decisions regarding choice of research methodology and methods. These decisions are guided by the research context and the goals of the inquiry. With reference to our own recent experiences investigating pedagogical and curricular practices in a pharmacy program, we outline case study methodology as one of the many options available for SoTL inquiry. Case study methodology has the benefits of flexibility in terms of the types of research questions that can be addressed and the data collection methods that can be employed. Conducted with proper attention to the context of the case(s) selected, ethical treatment of participants, and data management, case studies also have the necessary rigour to be credible and generalizable. In the matter of generalization, however, we recommend that the readers of a case study draw their own conclusions about the applicability of the findings to other settings. Les particuliers et les groupes qui sont actifs dans le haut savoir en matière d’enseignement et d’apprentissage (ACEA) dans les milieux pluridisciplinaires de l’enseignement supérieur doivent prendre des décisions en ce qui concerne le choix des méthodologies et des méthodes de recherche. Ces décisions sont guidées par le contexte de la recherche et par les objectifs de l’interrogation. En nous basant sur nos propres expériences récentes quand nous avons examiné des pratiques pédagogiques et curriculaires dans un programme de pharmacie, nous décrivons la méthodologie des études de cas comme l’une des nombreuses options disponibles pour les interrogations en ACEA. La méthodologie des études de cas a l’avantage d’être souple en ce qui a trait aux types de questions de recherche qui peuvent être étudiées et aux méthodes de collecte de données qui peuvent être employées. Quand elles sont menées avec l’attention requise pour le contexte des cas choisis, le traitement éthique des participants et la gestion des données, les études de cas présentent également la rigueur nécessaire pour être crédibles et généralisables. Toutefois, en ce qui concerne la généralisation, nous recommandons que les lecteurs d’une étude de cas tirent leurs propres conclusions concernant le caractère applicable des résultats à d’autres situations.

scholarly journals The Neglected Case of the ‘W’: Waste or Wisdom?

2016 ◽  
Vol 16 (6) ◽  
pp. 56-71
Author(s):  
Sridhar Ramachandran ◽  
Annette Wyandotte
Keyword(s):  
Quality Of Life ◽  
Student Success ◽  
Teaching And Learning ◽  
Educational Goals ◽  
Scholarship Of Teaching ◽  
Cognitive Influences ◽  
Informed Decisions ◽  
Teaching Community

Receiving a ‘W’ for a class withdrawal differs from earning a grade of ‘D’ or ‘F,’ yet studies typically combine these elements. This study focuses on the ‘W’: 1) to urge teacher-scholars to investigate its importance and 2) scholarly teachers to engage in methods that may avert student withdrawals as well as to facilitate students to make more informed decisions before taking a ‘W.’ The article addresses the scant literature on the ‘W’ to re-contextualize a student’s decision to withdraw from a course in the broader student success literature. Studies of retention, persistence, and completion of higher educational goals widely recognize both academic and non-cognitive influences that may move a student to withdraw from college. Results of the authors’ case study presented here suggest parallels in student decisions to withdraw from a course, hoping to raise awareness within the scholarship of teaching community of the need to probe this topic, in view of in their wisdom for teaching and learning their passion to educate students for a better quality of life and work.

scholarly journals Taking Social Entrepreneurship Education to the Next Level – A Teaching and Learning Project at Renaissance College (University of New Brunswick)

2018 ◽  
Vol 11 ◽  
Author(s):  
Thomas Mengel ◽  
Maha Mohamed Tantawy
Keyword(s):  
New Brunswick ◽  
Social Entrepreneurship ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Evidence Based ◽  
Self Directed Learning ◽  
Scholarship Of Teaching ◽  
Student Centered ◽  
Additional Information ◽  
Course Redesign

In this paper we present the results of a scholarship of teaching and learning research project we conducted in 2016/17 at Renaissance College, University of New Brunswick. Our case study describes the challenges and successes of the student-centered re-design of a course about social entrepreneurship, a mandatory component of an undergraduate interdisciplinary leadership program. In particular, the project aimed at improvingStudents' engagement, andStudents' satisfactionparticularly for students who start the course at a lower engagement level.We first systematically evaluated pre-existing data on earlier runs of the course. Then we conducted interviews and a focus group with graduates in 2016 which provided additional information. The analysis of this dataset informed our comprehensive and systematic evidence-based redesign of the course for the offering in the winter of 2017. Finally, we used targeted surveys in March 2017 that provided data on the results of the course redesign and on student learning.In summary, the data suggested that the redesign of this course has significantly improved students’ learning experience, the clarity of course requirements, and students’ self-directed learning. This paper may be helpful also for scholarship of teaching and learning projects in other fields of study aiming at adult learner oriented and evidence-based course redesign.

scholarly journals When art informs: challenging stereotypes in a multicultural educational setting in Botswana

2018 ◽  
Vol 2 (2) ◽  
pp. 18
Author(s):  
Donlisha Moahi ◽  
Elmarie Costandius
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Educational Setting ◽  
Scholarship Of Teaching ◽  
Negative Image ◽  
Creative Commons ◽  
Critical Awareness ◽  
Interpretive Analysis ◽  
Insight Into

As classrooms become increasingly multicultural, authentic teaching and learning is essential to avoid the creation of a negative image of the ‘other’. Using a case study from a secondary school, an interpretive analysis was used to gain insight into how students made sense of their experiences and the significance of art as a platform to negotiate stigmas and stereotypes in class and school. The project generated space and context for students with different backgrounds to tell their stories and hear each other. Students revealed that language and dialects are also fundamental components of culture that should be supported by the education system. Art can be an especially effective catalyst for developing a critical awareness of issues of race, immigration, difference, and privilege. It is a platform for the negotiation and construction of meaning and could contribute towards removing the historic inequalities and injustices created by a stratified society.   How to cite this article:MOAHI, Donlisha; CONSTANDIUS, Elmarie. When art informs: challenging stereotypes in a multicultural educational setting in Botswana. Scholarship of Teaching and Learning in the South. v. 2, n. 2, p. 18-36, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=43&path%5B%5D=24   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/  

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