6: Toward a Scholarship of Teaching and Learning in Educational Development

Felten, Peter; Kalish, Alan; Pingree, Allison; Plank, Kathryn M.

doi:10.3998/tia.17063888.0025.010

Cited by 11 publications

(10 citation statements)

References 1 publication

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“…We use the term 'academic development' to describe work that supports the development of teaching in higher education, by applying evidence-based practices that strengthen student learning [Mårtensson 2014]. Furthermore, this work strives to build functional learning and teaching communities rather than solitary individuals [Felten et al 2007]. The academic development discipline, synonymous with 'educational development' and 'faculty development', builds and connects professional expertise from many different fields, including psychology, education, sociology, organisational and change management and applied linguistics [Leibowitz 2014].…”

Section: Definitionsmentioning

confidence: 99%

Teaching about volcanoes

Jolley

Dohaney

Kennedy³

2022

Volcanica

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Volcanology education is important for the development of geoscientists and scientifically literate citizens. We surveyed 55 volcanology instructors to determine their learning and teaching practices, perceptions of academic development, and educational support needs. Instructors reported using a wide range of practices and tools, but lectures, field experiences, maps, rock samples, academic literature, and inherited teaching materials are the most common. Instructors valued educational support from others (e.g., talking with colleagues and students, consulting with learning and teaching specialists) over conducting their own investigations. However, they did not report engaging in as many of these activities as they valued. Instructors requested more support in resource sharing and collation, conference workshops, and co-creation of resources and educational research. We suggest that instructors and academic development staff work together to share and build knowledge in the learning and teaching of volcanology in higher education, and to improve student learning outcomes.

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Section: Definitionsmentioning

confidence: 99%

Teaching about volcanoes

Jolley

Dohaney

Kennedy³

2022

Volcanica

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“…In this section we turn away from the IPI's recommendations for individual instructors, and toward our recommendations for the professional development needed to support the instructors who teach Introductory Psychology. Administrators should recognize that educational development is a specialized discipline focused on supporting and enhancing teaching and learning experiences in higher education (Amundsen & Wilson, 2012;Felten et al, 2007). It is an inclusive approach to supporting all who teach in colleges and universities including graduate students, contingent and adjunct instructors, administrative leaders, and tenure-track faculty (Little, 2014).…”

Section: A Cycle Of Course Improvementmentioning

confidence: 99%

Reimagining how we teach introductory psychology: Support for instructors adopting the recommendations of the APA Introductory Psychology Initiative.

Altman

Beers

Hammer

et al. 2021

Scholarship of Teaching and Learning in Psychology

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The future of the Introductory Psychology course rests on the ability of its instructors to teach in ways aligned with our field's learning objectives, using evidence-based practices to engage and inspire their students. In this article, the Teacher Training and Development Team of the American Psychological Association's Introductory Psychology Initiative (IPI) provides models that will enable both novice and experienced instructors to integrate IPI's student learning outcomes and offers examples of assignments that instructors can adopt immediately. Concrete examples will help Introductory Psychology instructors find practical ways to enhance their teaching and to help their students achieve greater success in learning both the skills and content of psychological science. Finally, the team offers suggestions for chairs, developers, and course administrators to support the instructors teaching in their institutions in aligning their courses with these objectives. They also provide recommendations for training and professional development more broadly, to provide sustained support that will enable Introductory Psychology instructors to maintain and expand course changes over time.

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“…Teaching-focused faculty are often excluded from department meetings, either by scheduling or by virtue of their position in the department hierarchy, and therefore are missing out on the vital discussions about curriculum, student success, and program goals (Brown et al 2013;Kezar, Maxey, and Eaton, 2014). SoTL learning communities, supported by the teaching centres, could help overcome the sense of isolation (Felten et al 2007); running or providing resources to attend small regional conferences or online discussion groups could allow networking with like-minded colleagues. For example, at the University of Waterloo, Ontario, Canada, an annual regional conference has provided a springboard for TFF and others to connect and collaborate with faculty from other institutions.…”

Section: Reducing Isolationmentioning

confidence: 99%

SoTL in the Margins: Teaching-Focused Role Case Studies

Simmons

Eady

Scharff

et al. 2021

TLI

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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.

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6: Toward a Scholarship of Teaching and Learning in Educational Development

Cited by 11 publications

References 1 publication

Teaching about volcanoes

Teaching about volcanoes

Reimagining how we teach introductory psychology: Support for instructors adopting the recommendations of the APA Introductory Psychology Initiative.

SoTL in the Margins: Teaching-Focused Role Case Studies

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