Diverse Methodological Approaches and Considerations for SoTL in Higher Education

Abstract

The scholarship of teaching and learning (SoTL) is a distinctive form of research that is shaped by multi- disciplinary contexts and focuses on practice-driven institutional/curricula/classroom inquiries with an explicit transformational agenda. This essay provides critical insight to the importance of communities of SoTL practitioners, diverse investigations and methodological approaches within and across disciplines. For example, through an integrated and iterative process, a community of SoTL researchers plays a critical role to enhance and sustain on-going SoTL research. Equal to all forms of research endeavour, interpretations of SoTL research require a healthy scepticism, analysis of methodological rigour, and an openness to alternative perspectives and analysis.L'avancement des connaissances en enseignement et apprentissage (ACEA) dans l'enseignement supérieur est une forme de recherche distinctive façonnée par des contextes multidisciplinaires. Axée sur la pratique, elle est centrée sur caractérisée par des enquêtes sur des institutions, des programmes d’enseignement et des classes, tout en axée sur la pratique et visant un objectif transformationnel explicite. Cet essai fournit un aperçu critique de l’importance des communautés d’intervenants de l’ACEA et des diverses enquêtes et approches méthodologiques au sein de chaque discipline et entre elles. Par exemple, grâce à un processus intégré et itératif, la communauté des chercheurs en ACEA joue un rôle essentiel en améliorant la recherche continue sur ce sujet et en la soutenant. Indépendamment du sujet considéré, l’interprétation de la recherche sur l’ACEA suppose de faire preuve d’un scepticisme sain, d’analyser la rigueur méthodologique et d’être ouvert aux autres perspectives et analyses

Drawing on the Principles of SoTL to Illuminate a Path Forward for the Scholarship of Educational Development

“…Timmermans (2014) also identifies "to influence positive change and transformation in perspectives regarding teaching and learning" as a threshold concept for educational developers (p. 312). Hubball and Clarke (2010) speak to SoTL's "explicit transformational agenda" (p. 1). Research has confirmed that engagement in SoTL does transform individual practices and approaches (Brew & Ginns, 2008;Trigwell, 2013).…”

“…The resulting extended set of seven principles informing SoED, SoTL, and educational development are presented in Table 1. Extending the foundation of Felten's (2013) five principles of SoTL, we add two indicators of purpose (transforming practice and reflective practice), which are consistently emphasized in scholarly literature related to the broad intentions of SoTL, educational development practice, and SoED (Felten et al 2007;Gibbs, 2013;Hoessler, Britnell, & Stockley, 2010;Hubball & Clarke, 2010;Hutchings & Shulman, 1999;Kreber & Cranton, 2000;Timmermans, 2014;Weimer, 2001).…”

“…Transforming practice (Gibbs, 2013) Informed by a transformational agenda including increase in student focused practices (Hubball & Clarke, 2010) Transformational agenda to improve practice across multiple levels (micro, meso, macro, mega)…”

Continuing the Discussion on Scholarship in Pharmacy Education

“…Most faculty members come to the scholarship of teaching (and, in fact, to teaching itself) with little or no relevant experience or training in educational research because their own education emphasized expertise in their disciplinary content and methods. 9 For the scholarship of teaching (and in fact, all teaching) to be taken seriously, it must have credibility within the disciplines and the institutions in which it takes place. Increasingly it must also have credibility as educational research, where the standards for excellence may be quite different.…”

Case Study Methodology: Flexibility, Rigour, and Ethical Considerations for the Scholarship of Teaching and Learning

“…Faculty members seeking to engage in the scholarship of teaching and learning (SoTL) face many hurdles, one of the most daunting of which can be lack of familiarity with the myriad methodologies of educational research (Hubball & Clarke, 2010;Pearson & Albon, 2013;Regehr, 2010). Based on our own successful experiences investigating pedagogical and curricular practices, in this Research Note we outline case study methodology as a useful approach for individuals or teams conducting SoTL inquiry in multidisciplinary higher education settings.…”