scholarly journals A Developmental Framework for Mentorship in SoTL Illustrated by Three Examples of Unseen Opportunities for Mentoring

2021 ◽  
Vol 9 (1) ◽  
pp. 395-413
Author(s):  
Jennifer C Friberg ◽  
Mandy Frake-Mistak ◽  
Ruth Healey ◽  
Shannon Sipes ◽  
Julie Mooney ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Mentoring Relationships ◽  
Stage Model ◽  
Scholarship Of Teaching ◽  
Developmental Framework ◽  
The Future

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 framework might be operationalized. We discuss how the adapted framework might be useful to SoTL scholars in the future to examine mentorship and how unseen opportunities for mentoring might shape how we consider this subset of mentorship going forward.

scholarly journals A Developmental Framework for Mentorship in SoTL Illustrated by Three Examples of Unseen Opportunities for Mentoring

2021 ◽  
Vol 9 (1) ◽  
pp. 395-413
Author(s):  
Jennifer C Friberg ◽  
Mandy Frake-Mistak ◽  
Ruth Healey ◽  
Shannon Sipes ◽  
Julie Mooney ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Mentoring Relationships ◽  
Stage Model ◽  
Scholarship Of Teaching ◽  
Developmental Framework ◽  
The Future

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 framework might be operationalized. We discuss how the adapted framework might be useful to SoTL scholars in the future to examine mentorship and how unseen opportunities for mentoring might shape how we consider this subset of mentorship going forward.

Why public administration is needed now more than ever: Advancing the scholarship of teaching and learning in public administration: First Public Lecture sponsored by Teaching Public Administration (delivered at the Public Administration Conference, University of Northumbria 12 September 2018)

2019 ◽  
Vol 37 (2) ◽  
pp. 127-134
Author(s):  
Pamela T Dunning
Keyword(s):  
Public Administration ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
The Public ◽  
The Future ◽  
Current Events ◽  
Public Lecture

First Public Lecture sponsored by Teaching Public Administration (delivered at the Public Administration Conference, University of Northumbria 12 September 2018). The author provided views on why public administration is needed now more than ever, outlining how current events necessitate the need for research to inform our teaching and learning. She also discussed some of the barriers to this task, and her views of the future.

scholarly journals CJSoTL at 10: A Quantitative Analysis of Authorship, Genre, and Impact

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Michael P. A. Murphy
Keyword(s):  
Quantitative Analysis ◽  
Canadian Journal ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Scholarly Community ◽  
The Future

On the occasion of the completion of the tenth volume of The Canadian Journal for the Scholarship of Teaching and Learning, we have the opportunity to reflect on the kind of scholarly community that The Canadian Journal for the Scholarship of Teaching and Learning has created through its publication of particular articles. One way to attempt this task is through a quantification of different elements of the journal’s history. While the numbers cannot tell us about the internal life of the journal, analysis of the journal’s output can help identify areas of strength and weakness in the journal’s past and areas of focus for the future.

scholarly journals Reflections on the Development of International Collaborative Writing Groups (ICWGs) about Teaching and Learning in Higher Education

2017 ◽  
Vol 8 (2) ◽  
Author(s):  
Mick Healey
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Future Development ◽  
Teaching And Learning ◽  
Collaborative Writing ◽  
Writing Groups ◽  
Scholarship Of Teaching ◽  
The Future ◽  
International Collaborative

This paper explores the development of a model for international collaborative writing groups (ICWGs) about teaching and learning in higher education, which began in geography in 1999 and was then transferred to the scholarship of teaching and learning community in 2012. It summarises some of the evidence which has emerged from research into the experience of participants in ICWGs. The paper ends with a few comments on the future development of the model. Dans cet article, l’auteur explore le développement d’un modèle de groupes internationaux de rédaction en collaboration portant sur l’enseignement et l’apprentissage dans l’enseignement supérieur, qui a vu le jour en géographie en 1999 et qui, plus tard, en 2012, a été transféré à la communauté de l’avancement des connaissances en enseignement et en apprentissage. L’auteur présente un résumé d’un certain nombre de preuves qui ont résulté de la recherche sur l’expérience vécue par les participants à ces groupes internationaux de rédaction. En conclusion, l’auteur présente quelques commentaires sur le développement futur de ce modèle.

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.

Pocket E-Li: Listening Assessment Made Easy

2019 ◽  
Vol 3 (1) ◽  
pp. 4
Author(s):  
Norazean Sulaiman ◽  
Nurul Nadiah Dewi Faizul Ganapathy ◽  
Wan Faizatul Azirah Ismayatim
Keyword(s):  
Mobile Application ◽  
Listening Comprehension ◽  
Teaching And Learning ◽  
Positive Response ◽  
Mobile Apps ◽  
Listening Skills ◽  
Current Technology ◽  
The Future ◽  
Level Of Understanding ◽  
Almost All

Listening skills should be given more attention as listening takes precedence over anything else when it comes to acquiring a language (Putriani, Sukirlan & Supriyadi, 2013). Even with the booming of various technology to facilitate teaching and learning of listening skills in class, the assessment conducted to identify students’ level of understanding of certain topic is still not up-to-date and not parallel with the advancement of technology. The current studies show that the use of mobile apps for listening purpose is proven to be effective in reducing students’ anxiety (Rahimi & Soleymani, 2015), sustaining students’ motivation (Read & Kukulska-Hulme, 2015), and improving students’ linguistic competencies (Ramos & Valderruten, 2017). This study is aimed to test the effectiveness of mobile application in assessing students’ listening skills. Diploma students from various faculties in UiTM Shah Alam were randomly chosen to answer listening comprehension questions via the prototype developed, named Pocket E-Li. The results demonstrate that the majority of the students provided positive response towards the implementation of mobile application for listening assessment. Almost all respondents agreed that listening assessment should be conducted via mobile application in the future. It can be concluded that listening assessment via mobile application is beneficial to students since it meets the students’ demands and needs which is equivalent with the use of current technology.

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