Principles of Good Practice in SoTL

Felten, Peter

doi:10.2979/teachlearninqu.1.1.121

Cited by 94 publications

(121 citation statements)

References 7 publications

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“…Underpinning the collaborative and scholarly work of educational developers is a deep reflective spirit which prompts us to question assumptions, think critically about our work, and question the effectiveness of practice. (p. 313-314) Across these descriptions of SoED, we see many similarities with past discourse regarding the systematic, evidence-based, collaborative, and reflective nature of SoTL, which inherently draws upon one's local experience and context to strengthen their wisdom of practice, and is also disseminated for the broader benefit of others (Felten, 2013;Hutchings & Shulman, 1999;Killen & Gallagher, 2013;Trigwell, Martin, Benjamin, & Prosser, 2000;Weimer, 2001).…”

Section: Scholarship Of Educational Developmentmentioning

confidence: 85%

“…SoTL continues to evolve as systematic inquiry into the processes of teaching and student learning, including expectations for appropriate dissemination (Felten, 2013;Huber & Hutchings, 2005;Hutchings & Shulman, 1999;Kreber, 2005;McKinney, 2013;Richlin, 2001). Despite critiques questioning SoTL as a scholarly contribution (Kanuka, 2011), SoTL is described as "equal to all forms of research endeavor, [with] interpretations of SoTL research require[ing] a healthy skepticism, analysis of methodological rigour, and an openness to alternative perspectives and analysis" (Hubball & Clarke, 2010, p. 1).…”

Section: Sotl and Soedmentioning

confidence: 99%

“…The core focus for SoTL is "improving our students' learning" (Prosser, 2008, p. 4), and as Felten (2013) says, "good practice in SoTL requires focused, critical inquiry into a well-defined aspect of student learning" (p. 122). SoED, like SoTL, is also fundamentally focused on understanding and improving the conditions which best support student learning in a postsecondary context.…”

Section: Sotl and Soedmentioning

confidence: 99%

“…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).…”

Section: Mapping Principles Of Educational Development Sotl and Soedmentioning

confidence: 99%

“…As explored further in the following sections, the scholarship of educational development (SoED) aligns with the scholarship of teaching and learning (SoTL), though focused on the outcomes and approaches to development of a distinct set of learners. To define good SoED, and identify how it relates to, yet is distinct from, SoTL and educational development practice, we expand on Felten's (2013) criteria of good SoTL to identify seven principles of quality for SoED. We compare these criteria across SoTL, SoED, and educational development, and provide illustrative cases for applying the criteria and revealing nuanced distinctions among the three.…”

mentioning

confidence: 99%

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

et al. 2017

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There has been growing discourse related to the importance of the scholarship of educational development (SoED), but less discussion related to clearly defining principles for guiding engagement in SoED or contextualizing SoED within literature related to the scholarship of teaching and learning (SoTL). Expanding upon Felten’s (2013) principles for SoTL, as well as evolving discourse related to principles of educational development (e.g., Gibbs, 2013; Taylor & Rege Colet, 2010; Timmermans, 2014), this paper presents seven principles for SoED. Two additional principles (transforming practice and reflective practice) are added to Felten’s principles to further contextualize SoED in relation to educational development and SoTL. Three cases are provided to illustrate educational development, SoTL, and SoED within the context of these principles. The interrelationships between educational development, SoTL, and SoED are complex. While SoED offers many opportunities for further legitimizing the individual and collective practices in educational development, it also presents many additional tensions and questions for further research. On parle de plus en plus de l’importance de l’avancement des connaissances en pédagogie (ACP), mais on parle moins d’une définition claire des principes qui guident l’engagement en ACP ou de la contextualisation de l’ACP dans les publications de la recherche consacrée à l’avancement des connaissances en enseignement et en apprentissage (ACEA). Pour élargir la portée des principes pour l’ACEA présentés par Felten (2013), ainsi que celle du discours évolutif lié aux principes de la pédagogie (voir Gibbs, 2013; Taylor & Rege Colet, 2010; Timmermans, 2014), cet article présente sept principes pour l’ACP. Deux principes supplémentaires (transformation de la pratique et pratique réflective) sont ajoutés aux principes de Felten afin de contextualiser davantage l’ACP par rapport à la pédagogie et à l’ACEA. Trois cas sont présentés pour illustrer la pédagogie, l’ACEA et l’ACP dans le contexte de ces principes. Les relations entre la pédagogie, l’ACEA et l’ACP sont complexes. Alors que l’ACP offre de nombreuses possibilités pour rendre plus légitimes les pratiques individuelles et collectives en pédagogie, il présente également de nombreuses tensions et des questions supplémentaires qui pourront faire l’objet de davantage de recherche.

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Section: Scholarship Of Educational Developmentmentioning

confidence: 85%

Section: Sotl and Soedmentioning

confidence: 99%

Section: Sotl and Soedmentioning

confidence: 99%

Section: Mapping Principles Of Educational Development Sotl and Soedmentioning

confidence: 99%

mentioning

confidence: 99%

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

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Immersive deep learning activities online

Murray-Johnson

Munro

Popoola

2021

New Dir Adult Contin Educ

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Why a grassroots Summer Institutes model failed: Exploring obstacles to evidence‐based teaching awareness in low‐awareness, low‐support contexts

Fendos

2019

Biochem Molecular Bio Educ

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As a global phenomenon, the spread of evidence‐based teaching (EBT) in STEM education has been very uneven. Outside of the United States, parts of Europe, and Oceania, EBT awareness is generally regarded as being extremely low. In the United States, programs like the Summer Institutes (SI) have been used to help disseminate awareness and train faculty, precipitating efforts to understand EBT implementation barriers. Such studies have implied a distinction between awareness (the process in which instructors become cognizant of EBT) and enactment (the application of EBT practices in teaching) while generally focusing on the latter in contexts already endowed with high awareness or high support. As a result, very little is known about obstacles to EBT awareness in low‐awareness, low‐support contexts (LALSCs). The present study explores these through interviews and surveys of higher education STEM instructors in South Korea. Our interest was prompted by the failed attempt to implement a nationally accessible, grassroots EBT awareness program modeled off the SI. Several reasons for disinterest in EBT are revealed while faculty with and without research obligations were found to hold significantly different views about the utility of new teaching methods. Potential solutions for improving awareness are explored, revealing institutional supports and mandates through authority as the two options most likely to be effective. It is hoped this work may be used to inform the design of more effective EBT awareness programs, especially those in LALSCs.

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Principles of Good Practice in SoTL

Cited by 94 publications

References 7 publications

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

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

Immersive deep learning activities online

Why a grassroots Summer Institutes model failed: Exploring obstacles to evidence‐based teaching awareness in low‐awareness, low‐support contexts

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