Benchmarks for scholarly investigations of teaching and learning

Wilson-Doenges, Georjeanna; Gurung, Regan A. R.

doi:10.1111/ajpy.12011

Cited by 49 publications

(38 citation statements)

References 26 publications

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“…Evidence from research investigating various pedagogies is not well established [17]. As these and other authors note, more research is needed in order to better understand what learning and what teaching actually benefit students.…”

Section: E-learning In Higher Educationmentioning

confidence: 99%

Complexity-Based Pedagogy for E-Learning: Description of Emergence in a Graduate Nursing Program

Mitchell¹,

Pilkington²,

Daiski³

et al. 2017

OJN

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This paper describes the kind of engagement and emergent learning that happened in three different sections of a graduate nursing course. Three nursing educators used an e-learning platform called Daagu that was developed by faculty guided by complexity pedagogy. A total of 43 students were enrolled in the full credit foundations course in theory and philosophy. Authors describe two specific instances of emergent learning: one was expressed by students in relation to a particular resource (article, TedTalk, YouTube, Poem) or discussion, and the second is in relation to specific "aha moments" or shifts in understanding that changed student attitudes and actions. Quotes of emergent learning provide a source of narrative data for conversing about and developing quality e-learning platforms for students and educators.

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Section: E-learning In Higher Educationmentioning

confidence: 99%

Complexity-Based Pedagogy for E-Learning: Description of Emergence in a Graduate Nursing Program

Mitchell¹,

Pilkington²,

Daiski³

et al. 2017

OJN

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“…Poole (2013) takes this discussion a step further to unpack what is (and what should be) meant by 'research' in the first place. Whereas benchmarks for SoTL in psychology are understandably explicitly empirically based (Wilson-Doenges & Gurung, 2013) a universal set of good practices for SoTL need not be and are not at all (Felten, 2013).…”

Section: Gurungmentioning

confidence: 99%

Getting Foxy: Invoking Different Magesteria in the Scholarship of Teaching and Learning

Gurung

2014

Teaching & Learning Inquiry: The ISSOTL Journal

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higher education has seen an increase in the number of faculty conducting scholarship of teaching and learning (SoTL). unfortunately, the momentum of this movement is somewhat thwarted by debates over which methodology should take center stage. The discussion of ten pitches quantitative experimentation against qualitative approaches and mistakenly represents each method as characterizing the domains of social science and the humanities, respectively. Does one methodology reign supreme? In this article I argue that not only are the humanities and the social sciences misrepresented, but both methodologies have a lot to contribute to SoTL. The social sciences and humanities, in fact, share many methodologies although they are each sometimes characterized as separate magisteria. I enumerate specific reasons why stereotypical social science methodology and that of the humanities are both useful for SoTL. I draw special attention to the time and place for statistical analyses and advocate for a 'fox-like' strategy to SoTL, one that involves utilizing mixed-methods research designs, and the collection of both quantitative and qualitative evidence. Key WOrDS social sciences, humanities, research methods, pedagogy, SoTLShould faculty from the humanities know how to use social science methodologies to conduct scholarship of teaching and learning (SoTL)? Although this question is often heard at faculty development conferences and workshops, it mistakenly stereotypes each discipline assuming all humanists use a qualitative approach and all social scientists use the quantitative approaches. Some SoTL faculty from the humanities and the arts consequently feel pressured to know how to design experiments and conduct statistical analyses. Pressure aside, "We do not care about p values or statistical significance. If you do, you calculate it!" is what some faculty retort. I argue that not only are methodologies varied within both the humanities and the social sciences, both qualitative and quantitative approaches have a lot to contribute to SoTL.SoTL is getting popu lar. There is a brand new journal for it coming out almost every year.

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“…These combined efforts have led to a research literature replete with frameworks, models, schema, and other tools designed to erect practical fences around a wide‐open field. Various SoTL models have been proclaimed that take into account such factors as stakeholders, teaching processes, faculty motivation/resistance/learning, values and principles, institutional support, benchmarks, intention and purpose, methodologies, research questions, disciplinary backgrounds, and more (Felton, ; Gayle, Randall, Langley, & Preiss, ; Kern, Mettetal, Dixson, & Morgan, ; Miller‐Young & Yeo, ; Trigwell, Martin, Benjamin, & Prosser, ; Wilson‐Doenges & Gurung, ).…”

Section: Introductionmentioning

confidence: 99%

The SoTL Scaffold: Supporting Evidence-Based Teaching Practice in Educational Development

Cruz

Cunningham

Smentkowski

et al. 2019

To Improve the Academy

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This article presents a scholarship of teaching and learning (SoTL) scaffold, a conceptual model designed for educational developers (and others) who support the values, practices, and production of the SoTL, both on their campuses and beyond. The SoTL scaffold explicates distinct support levels, ranging from spark to lead, each of which call for differentiated strategies and programs to be used by Centers for Teaching and Learning (CTLs) and similar units.

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Benchmarks for scholarly investigations of teaching and learning

Cited by 49 publications

References 26 publications

Complexity-Based Pedagogy for E-Learning: Description of Emergence in a Graduate Nursing Program

Complexity-Based Pedagogy for E-Learning: Description of Emergence in a Graduate Nursing Program

Getting Foxy: Invoking Different Magesteria in the Scholarship of Teaching and Learning

The SoTL Scaffold: Supporting Evidence-Based Teaching Practice in Educational Development

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