scholarly journals Scholarship of Teaching and Learning (SoTL): Transformative Professional Development for Teachers

2019 ◽  
Vol 14 ◽  
pp. 9-12
Author(s):  
Jana Hunzicker
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Professional Development For Teachers

scholarly journals Advancing Professional Development for Teachers in Intercultural Education

2020 ◽  
Vol 10 (12) ◽  
pp. 360
Author(s):  
Regina Cortina ◽  
Amanda K. Earl
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Theory And Practice ◽  
Intercultural Education ◽  
University Graduates ◽  
Education Professionals ◽  
Professional Development For Teachers ◽  
Theoretical Reflection ◽  
Ethnic And Linguistic Diversity

In Latin America, intercultural education aims to acknowledge the cultural, ethnic, and linguistic diversity of its citizens, and to advance the efforts to dismantle the oppression of such diversity, particularly that of Indigenous and Afro-descendant peoples. While discussions of intercultural education often reference such peoples as their target beneficiaries, too few studies addressing the professional development of teachers recognize the importance of Indigenous scholarship, pedagogies and methodologies themselves as resources for the advancement of the theory and practice of intercultural education. This article engages in theoretical reflection in order to highlight well-documented Indigenous methodologies for teaching and learning, and their implications for professional development for enriched intercultural education. The authors emphasize the need for greater attention to the work and scholarship of intercultural and Indigenous university graduates to lead the way in the development of intercultural education professionals.

Using Mid-Semester Assessment Programs (MAPs) as a Catalyst for the Scholarship of Teaching and Learning (SoTL)

2020 ◽  
pp. 181-200
Author(s):  
Alisa Hutchinson ◽  
Anabel Stoeckle
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Student Success ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Student Feedback ◽  
Scholarship Of Teaching ◽  
Development Tool ◽  
Improve Student Learning ◽  
Innate Interest

Mid-Semester Assessment Programs (MAPs) have been successfully utilized as a professional development tool for faculty interested in improving their teaching in the context of higher education by assessing voluntary formative student feedback that guides changes instructors make in the classroom. Faculty centers and educational developers have the unique opportunity to recruit instructors via MAPs who have participated in these programs to promote and support the scholarship of teaching and learning (SoTL) among faculty who already display an innate interest in best teaching practices and are open to advancing their own teaching in order to improve student learning and to propel student success. This chapter provides a guide for educational developers who seek to become active partners for faculty to become interested and engaged in the scholarship of teaching and learning through a unique recruitment mechanism that serves as a natural steppingstone for faculty not having engaged with SoTL yet.

Writing Into the Scholarship of Teaching and Learning

2020 ◽  
pp. 161-180
Author(s):  
Kathryn Janet Meldrum ◽  
Kristi Giselsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Third Space ◽  
Theoretical Frameworks ◽  
Scholarship Of Teaching ◽  
The Third ◽  
Teaching In Higher Education

The Scholarship of Teaching and Learning (SoTL) has been suggested as an ideal vehicle for engaging faculty with professional development for teaching in higher education. However, previous authors have identified that faculty find writing about SoTL difficult. The aim of this chapter is to support educational developers (EDs) to collaborate with faculty to support writing. Two theoretical frameworks to support collaboration are proposed: the first, the Knowledge Transforming Model of Writing, to assist with the process of writing; the second, an adaptation of Brigugilio's working in the third space framework to support collaboration. The authors utilise both frameworks to reflect on their own SoTL collaboration and subsequently pose questions to support faculty and EDs to do the same. Ultimately, it is proposed that collaboration not only enhances the practices of faculty and EDs but improves what should be an important priority for the wider academy: the learning outcomes of students.

scholarly journals Learning to design effective professional development: The influence of integrating a coaching tool with an elementary mathematics specialist course assignment

2021 ◽  
Author(s):  
Courtney K. Baker
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Elementary Mathematics ◽  
Descriptive Case Study ◽  
Coaching Education ◽  
School Based ◽  
Professional Development For Teachers ◽  
Education Tool ◽  
And Mathematics

AbstractAs content-specific educational coaches, elementary mathematics specialists (EMSs) have emerged as school-based professionals who are needs-driven and work closely with school stakeholders in regard to mathematics teaching and learning. While leading mathematics education organizations have identified the specialized knowledge and skills required for EMS positions, how to best prepare these individuals is knowledge that the field is still exploring. This paper first presents a theoretical model for EMS preparation that aligns an emerging coaching tool, the Decision-Making Protocol for Mathematics Coaching (Baker & Knapp, 2019, [DMPMC]) with the Professional Development Design Framework (Loucks-Horsley et al. in Designing professional development for teachers of science and mathematics, Corwin Press, 2010). The paper then presents a descriptive case study that examines the application of this model in an EMS preparation course. The findings indicate that assessing the coaching situation fostered administrative partnerships, revisiting goals increased specificity of anticipated outcomes, and applying research-informed practices increased EMS self-efficacy and advanced coaching agendas. Taken together, these findings suggest that integrating the DMPMC into an EMS preparation course led to positive changes in EMS candidate learning of professional development design. Notably, this is one of the first studies that documents the influence of a coaching education tool on EMS candidates’ professional development design.

scholarly journals SoTL in the Margins: Teaching-Focused Role Case Studies

2021 ◽  
Vol 9 (1) ◽  
pp. 61-78
Author(s):  
Nicola Simmons ◽  
Lauren Scharff ◽  
Michelle Eady ◽  
Diana Gregory
Keyword(s):  
Professional Development ◽  
Case Studies ◽  
International Society ◽  
Teaching And Learning ◽  
Professional Support ◽  
Tenure Track ◽  
Scholarship Of Teaching ◽  
Unique Challenge ◽  
Improving Teaching And Learning ◽  
Excellence In Teaching

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 to tenure-track (eligible for tenure); and casual teaching-focused. Regardless of title, TFF face a unique challenge: hired for excellence in teaching and committed to improving teaching and learning, they are often not granted support to engage in professional development or research related to teaching and learning. These and other challenges are associated with their academically marginalized positions. The authors are members of the Advocacy Committee of the International Society for the Scholarship of Teaching and Learning (ISSOTL). This paper builds on a session we offered at the ISSOTL conference in Calgary in 2017 where we invited TFF to contribute narrative examples of institutional SoTL challenges and their strategies for overcoming them. We describe potential solutions to creating institutional cultures that are supportive of TFF engaging in SoTL. We finish by offering recommendations for creating a SoTL teaching-focused community within ISSOTL to provide social and professional support.

Promoting Active-Learning Instruction and Research (PALIR) in Kinesiology Departments

2018 ◽  
Vol 7 (4) ◽  
pp. 328-331 ◽  
Author(s):  
Duane Knudson ◽  
Karen Meaney
Keyword(s):  
Professional Development ◽  
Active Learning ◽  
Teaching And Learning ◽  
Human Performance ◽  
Faculty Perceptions ◽  
Faculty Training ◽  
Scholarship Of Teaching ◽  
Professional Development Workshop ◽  
Department Of Health ◽  
Learning Instruction

This article describes the implementation and evaluation of an initiative to promote active learning through facility renovation and faculty training. Twenty faculty representing a variety of academic areas from 2 departments participated in a 3-part active-learning professional development workshop series. Department of Health and Human Performance faculty (N = 14) teaching 19 courses and 416 of the students in the new active classroom were surveyed on their attitudes on the facilities, room design, professional development, and active-learning instruction. Consistent with previous active-learning research, there were subtle differences between student and faculty perceptions of the importance of renovation features, active-learning exercises, and philosophy of the learning process. The initiative was effective in helping predisposed faculty to implement active-learning experiences in their classes and engaging in more scholarship of teaching and learning, as well as enhancing the visibility of the department as a leader in active learning and the scholarship of teaching and learning at the university.

Surfacing disciplinarity: Citation as a site for integrative learning

2020 ◽  
pp. 147402222094473
Author(s):  
Emily Russell ◽  
Lucy Littler ◽  
Nancy Chick
Keyword(s):  
Professional Development ◽  
General Education ◽  
Teaching And Learning ◽  
Integrative Learning ◽  
Disciplinary Writing ◽  
Education Programs ◽  
Scholarship Of Teaching ◽  
Citation Practices ◽  
General Education Requirements ◽  
A Site

Despite nearly ubiquitous general education requirements for students to take courses across disciplines, disciplinarity itself is often invisible to students and taken for granted by professors. We argue that surfacing these divisions and demystifying academic structures is, paradoxically, a key step in educating students toward the crossing of intellectual borders. In this article, we engage current Scholarship of Teaching and Learning to discuss the challenges both faculty and students face in navigating multidisciplinary general education programs, and we offer a practical resource for facilitating such integrative learning and pedagogy. This resource, a two-page handout outlining the disciplinary values behind the research processes and citation practices across several academic domains, can be used in a variety of settings—including classrooms and professional development workshops—for both student and faculty audiences, to achieve multiple purposes, including teaching and learning disciplinarity; demystifying disciplinary writing conventions; and assignment-, course-, or curricular redesign.

Sign in / Sign up

Export Citation Format

Share Document