scholarly journals Toward a borderless, decolonized, socially just, and inclusive Scholarship of Teaching and Learning

2020 ◽  
Vol 8 (1) ◽  
pp. 4-23
Author(s):  
Kasturi Behari-Leak
Keyword(s):  
Teaching And Learning ◽  
Theory Of Change ◽  
Annual Conference ◽  
Social Imagination ◽  
Scholarship Of Teaching ◽  
Global Curriculum ◽  
Social Mapping ◽  
Inclusive Pedagogy ◽  
Forms Of Knowledge

In the context of global curriculum transformation and from a global South perspective, this article explores the imposed and self-created borders that continue to “discipline” us into reproducing scholarly processes, practices, and traditions that privilege dominant forms of knowledge making and knowing in teaching and learning. Drawing on Africa as a case study to explore a framework for thinking outside borders, the author invites the reader to embrace a global social imagination that disrupts and transcends the epistemic, social, and cultural borders designed to produce knowledge that is ahistorical and decontextualized. Using a social mapping of how we thrive on neatly delineated borders that detach the known from the knower by marginalizing or delegitimizing knowledges of the Other, this article, which draws on an earlier version presented as a keynote at the 16th annual conference of the International Society for the Scholarship of Teaching and Learning in Atlanta, Georgia, USA, presents a theory of change geared toward borderless, decolonized, socially just, and inclusive pedagogy and scholarship.

scholarly journals ISSOTL 2016: exploring opportunities for librarians

2017 ◽  
Vol 11 (1) ◽  
pp. 227
Author(s):  
Charissa Jefferson ◽  
Margy Elizabeth MacMillan ◽  
Ann Manginelli ◽  
Caitlin McClurg ◽  
Brian Winterman
Keyword(s):  
International Society ◽  
Teaching And Learning ◽  
Annual Conference ◽  
Scholarship Of Teaching

Five librarians attended and presented at the International Society for the Scholarship of Teaching and Learning Annual Conference. Here are our impressions of the conference and of how our work was received by the wider SoTL community.

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.

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