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By unpacking SoTL processes through rich narratives that illustrate what they look like, this collection offers inspiration to anyone at any stage of engagement with SoTL. Going beyond definitions, how-to, theory, and debates about methods and standards, the contributors offer a SoTL primer documenting how practitioners have intentionally thought through key moments in their work.
Table des matières
Foreword—James Rhem Introduction Part One. Strong Foundations 1. Using Intuition, Anecdote, and Observation. Rich Sources of SoTL Projects—Gary Poole 2. Learning Matters. Asking Meaningful Questions—Anthony Ciccone 3. The SoTL Literature Review. Exploring New Territory—Margy MacMillan 4. Educational Research and SoTL. Converging in the Commons—Kimberley A. Grant 5. Identifying a Tradition of Inquiry. Articulating Research Assumptions—Carol Berenson 6. Ensuring Design Alignment in SoTL Inquiry. Merging Research Purpose and Methods—Robin Mueller 7. Respect, Justice, and Doing Good. The Ethics Review—Ryan C. Martin Part Two. Methods and Methodologies 8. Methods and Measures Matter. Meaningful Questionnaires—Trent W. Maurer 9. Classroom Observations. Exploring How Learning Works—Bill Cerbin 10. Conducting Interviews. Capturing What Is Unobserved—Janice Miller-Young 11. Close Reading. Paying Attention to Student Artifacts—Karen Manarin 12. Student Think-Alouds. Making Thinking and Learning Visible—Lendol Calder Part Three. Making an Impact 13. Writing SoTL. Going Public for an Extended Audience—Jessie L. Moore 14. Reading SoTL. Exploring Scholarly Conversations—David J. Voelker 15. Developing SoTL Locally. From Classroom to Learning Object—Dan Bernstein 16. The SoTL Conference. Learning While Professing—Jennifer Meta Robinson Contributors Index
A propos de l'auteur
Nancy Chick is a SoTL scholar, scholarly teacher, and faculty developer. After earning her PhD in American literature from the University of Georgia and eventually Full Professor from the University of Wisconsin Colleges, she left full-time faculty work to focus on the scholarship of teaching and learning and faculty development first at Vanderbilt University, then the University of Calgary, and now at Rollins College in Winter Park, Florida (USA). She has authored and co-authored numerous articles and book chapters on the results of SoTL projects and on the field of SoTL. She is also editor of SoTL in Action: Illuminating Critical Moments of Practice (Stylus, 2018), co-editor (with Jennifer C. Friberg) of Going Public Reconsidered: Engaging With the World Beyond Academe Through the Scholarship of Teaching and Learning (Stylus, 2022) and (with Regan A.R. Gurung & Aeron Haynie) of Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind (Stylus, 2009) and Exploring More Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind (Stylus, 2012), and founding co-editor (with Gary Poole) of Teaching & Learning Inquiry, the journal of the International Society for the Scholarship of Teaching and Learning/ISSOTL (2011-2020). From 2019-22, she served on the ISSOTL Presidential team and (with Chng Huang Hoon) as ISSOTL Co-President during 2020-21 — at the height of the pandemic.
James Rhem
