The need for inclusive and equitable approaches to teaching and learning is a persistent theme in recent literature. In spite of relatively widespread agreement about this objective, inclusion remains elusive, and opinions about how best to achieve it proliferate. To provide a landscape view of the field and offer recommendations for research and practice, this article provides a focussed review of literature connected to inclusive teaching and learning published since 2010. Drawing from a framework advanced by Hockings (2010), we synthesize key findings from recent scholarship and argue for the value of a whole-of-institution approach that considers the activities and interactions of educational actors operating at different institutional levels. We also extend this argument to consider the need for greater attention to factors that move beyond the individual institution and to advocate for further international research in particular.
This chapter describes the transformative potential of positioning students from underrepresented groups as educational developers.
From 2014-2016, Scholarship of Teaching and Learning (SoTL) Research Fellows at a mid-sized Canadian research-intensive, medical-doctoral university undertook to study their own formation as scholars of teaching and learning, as well as benefits and challenges of their cross-appointment to our central teaching and learning institute from their home academic departments. Findings from surveys and focus groups identified themes such as identity, community, access, transfer, and structural elements (each with benefits and challenges to practice). Our autoethnographic work confirms assertions in the literature about the uneasy relation between SoTL and traditional scholarship, while also bearing out the need for departmental support, and for key interventions along the path from novice to practitioner identity. Some discussion of the ambassador or translator role that can flow from such arrangements is included. De 2014 à 2016, les chercheurs en Avancement des connaissances en enseignement et en apprentissage (ACEA) d’une université canadienne médicale-doctorale de taille moyenne ayant un coefficient de recherche élevé ont entrepris une étude portant sur leur propre formation en tant que chercheurs érudits en matière d’enseignement et d’apprentissage, ainsi que sur les avantages et les défis de leur nomination conjointe à notre institut central d’enseignement et d’apprentissage tout en enseignant dans leur propre département universitaire. Les résultats des sondages et des groupes de discussion ont permis d’identifier certains thèmes tels que l’identité, la communauté, l’accès, le transfert, ainsi que des éléments structuraux (chacun présentant des avantages et des défis concernant la pratique). Notre travail autoethnographique confirme les assertions présentes dans la documentation existante concernant la relation difficile qui existe entre l’ACEA et la recherche traditionnelle, tout en tenant compte de la nécessité du soutien départemental ainsi que pour les interventions clés sur la voie qui consiste à passer de l’identité de novice à celle de praticien. L’article contient également des discussions sur le rôle d’ambassadeur ou de traducteur qui peut découler de tels arrangements.
Gig economy workers enjoy flexibility in choosing certain aspects of their work. Nonetheless, platform companies still need to control workers' behaviors to scale their business and ensure customers quality service. Mechanisms of control have been widely studied in traditional organizations; however, work in the gig economy differs from traditional organizations in that the role of a human supervisor is replaced with digital systems. Thus, there is reason to suspect that our traditional theories of control may not hold for new forms of work in the gig economy. To address these concerns, this study examines how gig economy workers, specifically Uber drivers, perceive behavior control and its effect on their job satisfaction. Our results suggest that emotional labor mediates the relationship between perceived behavior control and job satisfaction.
Constructions of teaching, learning, and the university within popular culture can exert an important influence on public understandings of higher education, including those held by faculty and students. As such, they constitute a rich site of inquiry for the scholarship of teaching and learning. Drawing on the notion of film as 'public pedagogy,' this article analyses representations of higher education within 11 top grossing and/or critically acclaimed films released in 2014. We identify three broad themes across these texts-the purpose of higher education, relationships between students and professors, and the creation of academic identities-and consider the implications and functions of these representational patterns for teaching, learning, and SoTL. Particular attention is given to the difference between the framing of science and arts and humanities disciplines, and to how this might resonate with the contemporary 'crisis of the humanities.'
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