Consuming scholarship of teaching and learning: Using evidence-based pedagogy ethically.

2012 ◽  
pp. 67-76 ◽  
Author(s):  
Regan A. R. Gurung
Keyword(s):  
Teaching And Learning ◽  
Evidence Based ◽  
Scholarship Of Teaching

Bridging the Divide With SoTL: Connecting Knowledge With Best Practice in Communication Disorders

2017 ◽  
Vol 2 (10) ◽  
pp. 14-24 ◽  
Author(s):  
Jennifer C. Dalton ◽  
Joseph Klein ◽  
Dawn C. Botts
Keyword(s):  
Graduate Students ◽  
Teaching And Learning ◽  
Best Practice ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
Evidence Based ◽  
Scholarship Of Teaching ◽  
Starting Point

In this article, a model of evidence-based practice is presented that engaged graduate students and instructors from the discipline of communication sciences and disorders (CSD) in evidence-based education through the use of the scholarship of teaching and learning (SoTL). This article can serve as a starting point for other instructors interested in engaging in SoTL in their own CSD classrooms.

Empirically Founded Teaching in Psychology – An Example for the Combination of Evidence-based Teaching and the Scholarship of Teaching and Learning

2016 ◽  
Vol 16 (2) ◽  
pp. 261-275 ◽  
Author(s):  
Julia Boser ◽  
Sonja Scherer ◽  
Kathrin Kuchta ◽  
S. Franziska C. Wenzel ◽  
Holger Horz
Keyword(s):  
Teaching And Learning ◽  
Evidence Based ◽  
Scholarship Of Teaching

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.

What is the American Physiological Society's ITL and who are the members of PECOP?

2016 ◽  
Vol 40 (2) ◽  
pp. 239-242 ◽  
Author(s):  
Barbara E. Goodman ◽  
Marsha Lakes Matyas
Keyword(s):  
Education Research ◽  
Community Of Practice ◽  
Teaching And Learning ◽  
Evidence Based ◽  
Conference Program ◽  
American Physiological Society ◽  
Scholarship Of Teaching ◽  
Education Community ◽  
Education Levels

The American Physiological Society Teaching Section has developed a biennial Institute on Teaching and Learning (ITL) through the APS Conference Program. The first ITL was held in June 2014, and the second ITL will be in June 2016. A Physiology Education Community of Practice was created to help connect the institute participants and other physiology educators to share evidence-based teaching in physiology at all education levels and ideas for the Scholarship of Teaching and Learning and Discipline-Based Education Research in physiology. This editorial describes the origins and outcomes of the ITL and the advantages of joining the Physiology Education Community of Practice.

scholarly journals Assessing Outcomes of Simulation in Communication Sciences and Disorders

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Erin Clinard
Keyword(s):  
Best Practices ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Student Learning Outcomes ◽  
Assessment Process ◽  
Evidence Based ◽  
Scholarship Of Teaching ◽  
Simulation Research ◽  
Simulation Based

Assessment is an ongoing process that is necessary at every stage of designing, implementing, and evaluating simulation-based learning experiences (SBLEs). Designing and aligning a high-quality assessment process provides instructors and researchers with valuable data to understand if students have met the desired simulation learning objectives, where students are in their learning, and opportunities to enhance the SBLE. This reflection discusses the importance of assessing student learning outcomes as well as the effectiveness of all simulation-based learning experiences (SBLEs) in communication sciences and disorders (CSD). While the benefits and effectiveness of simulation have been demonstrated in other health professions, simulation research is in its beginning in CSD. Building the evidence to inform systematic integration of simulation into CSD curricula and to further best practices in our field is essential. Further, to advance the Scholarship of Teaching and Learning (SoTL) in simulation, researchers and instructors must disseminate their findings, measures and tools, assessment processes, and even simulation scenarios. Dissemination serves to enhance evidence-based education practices and further validate the assessment processes we are using to ensure quality simulation.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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