Principles of Good Practice in SoTL

Felten, Peter

doi:10.20343/teachlearninqu.1.1.121

Cited by 252 publications

(137 citation statements)

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“…She engaged in reflective practice both in conversation with other teachers and in interaction with her students as partners in learning rather than solely subjects of her teaching. Such conversations show how SoTL involves students as co-inquirers (Werder & Otis, 2010;Felten, 2013).…”

Section: A Course About Teaching and Learningmentioning

confidence: 99%

“…Moreover, a SoTL perspective reveals the democratic and dialogic possibilities of this continual engagement in reflective practice: as the teacher reads and responds to students' reflections, the resulting dialogue about student learning ushers in another kind of co-inquiry, another form of the SoTL partnership (Felten, 2013). Teaching becomes " a reciprocal process" (Fanghanel, 2013, p. 61).…”

Section: Teacher Inquiry As Model and Motivation For Changementioning

confidence: 99%

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Teaching and Learning SoTL: Preparing Future Faculty in a Pedagogy Course

Auten

Twigg

2015

Teaching & Learning Inquiry

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The Scholarship of Teaching and Learning (SoTL) offers a way of equipping graduate students for monitoring, assessing, and reflecting on their teaching and their students' learning in higher education. After reviewing recent literature about the ways graduate students prepare for teaching, this essay presents an example of one way SoTL can inform teaching and teacher education as part of a graduate seminar. When a SoTL approach was integrated into a course about teaching in higher education, the course itself became a faculty-graduate student collaborative project. This essay demonstrates the potent circularity of the reflective teaching practice that drives the course and inspires similar practice in its students, which in turn informs subsequent iterations of the course.

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Section: A Course About Teaching and Learningmentioning

confidence: 99%

Section: Teacher Inquiry As Model and Motivation For Changementioning

confidence: 99%

Teaching and Learning SoTL: Preparing Future Faculty in a Pedagogy Course

Auten

Twigg

2015

Teaching & Learning Inquiry

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“…Therefore it has been decided to revise the course based on the information given by the SET. The process of revision with the help of such SETs schemes and the principles of the scholarship of teaching and learning (SOTL) [10], [11] are the key points of this paper. To our knowledge this is the first documented in-depth review of a lecture at the KIT based on the here documented evaluation information system.…”

Section: Evaluation Processmentioning

confidence: 99%

Revision of an Optical Engineering Lecture Based on Students’ Evaluation of University Teaching

Beuth¹,

Danilova²,

Babu³

et al. 2015

IJIET

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Abstract-This article describes the revision of a lecture in optical engineering based on an evaluation of university teaching by students. Although this evaluation method is widely accepted and investigated, only few practically oriented reports on the deduction of teaching improvements from the evaluation's results on lectures are available. Our approach is the analysis of evaluation results by applying the principles of the explorative factor analysis (EFA). The changes that were derived from this analysis were mainly focused on a revision of the course structure and its presentation style.Finally, the impact of the modifications was measured by the evaluation of the lecture after the completed revision. The later evaluation showed improvements in all intended areas of interests illustrating the benefit of thorough revisions for the quality of teaching.evaluate optical components and simple systems with Zemax (widely-used optical ray tracing software) in ODL. During the period under consideration the quality index ratings for OE tutorials was 94.4 out of 100 (winter term 2011/12) and 92 out of 100 for ODL (winter term 2011/12). These evaluation results are quoted for the sake of completeness and to emphasize that there is no necessity to restructure the tutorials and ODL.Both are courses but influenced significantly by OE. Therefore, in the course of restructuring OE, care has to be taken that these do not suffer. III. EVALUATION PROCESSAt the Karlsruhe Institute of Technology (KIT) it is mandatory that every lecture is evaluated by students [9]. Students can rate a wide range of indicators (up to 40) affecting classroom teaching like the usage of black boards, clarity of the speaker, script quality and learning success among others, with an integer value from 1 (very good) to 5 (very bad). For each indicator an average (vI) is calculated. The university supports the lecturer with the averaged value of each indicator and its standard derivation but just a graphical depiction of the raw data.Therefore, it is hard to inspect dependencies from year to year, e.g. by t-test statistics.Five key indicators are taken as a base to calculate a teaching quality index called "Lehrqualitätsindex" (LQI). If the indicator's average is between 1.0 and 2.5, its quality value (sLQI) is judged as 100. Between 2.5 and 3.5 there is a 100 . If the average is between 3.5 and 5, its sLQI is 0. Five sLQIs are weighted with a number between 0 and 1 and then summed up for the calculation of the overall lecture's LQI. The LQI is usually calculated for lectures by the key indicators overall impression, work load, course structure, (perceived) dedication of the lecturer and his responsiveness (these indicators are applicable for our evaluation as well). It is flexible in a way that indicators used in computation of the quality index can be changed upon request to more fitting items. The calculation process is displayed in Fig. 1. The LQI is taken as a raw measuring tool for the departmental advisory boards to identify issues in teaching ...

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“…In addition, SoTL was increasingly positioned as including ways of making the findings public. More recently, additional foci have emerged -for example, Felten's (2013) widely cited "Principles of Good Practice in SoTL" includes involving students as partners in SoTL work. In each of these, SoTL brings a lens of inquiry to teaching and learning processes.…”

Section: Introductionmentioning

confidence: 99%

“…Numerous scholars from the Humanities, for example, have critiqued implicit positioning of SoTL as a brand of Social Sciences research, urging for a broader conception that admits a wider range of questions, epistemologies, and methodologies (e.g., Chick, 2013;Potter & Wuetherick, 2015;Bloch-Schulman et al, 2016). With such considerations in mind, Felten (2013) argues simply that SoTL must be methodologically sound, rigorously deploying tools that are appropriate to the question at hand, without specifying particular traditions from which those methodologies might be drawn. SoTL scholars come from myriad backgrounds and institutional cultures, and bring these flavours into their SoTL work as well as their perspectives and interpretations of what that work comprises.…”

Section: Introductionmentioning

confidence: 99%

Defining the Scholarship of Teaching and Learning

Simmons

Marquis

2017

cjsotl-rcacea

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The Scholarship of Teaching and Learning (SoTL) has been variously defined over its history. We suggest that evolving identity definitions are part of SoTL’s developmental process. Ascribing to Huber and Hutchings’ (2005) ‘big tent’ philosophy, we note that useful definitions of SoTL should take into account the local context and focus on the outcome of improving learning and educational quality. L’avancement des connaissances en enseignement et en apprentissage (ACEA) a été défini de diverses manières au fil de son histoire. Nous suggérons que les définitions correspondant à cette identité qui évolue font partie du processus de développement de l’ACEA. En acceptant la philosophie de la « grande tente » de Huber et Hutchings (2005), nous remarquons que les définitions utiles de l’ACEA devraient tenir compte du contexte local et se concentrer sur le résultat qui consiste à améliorer l’apprentissage et la qualité de l’éducation.

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Principles of Good Practice in SoTL

Cited by 252 publications

References 12 publications

Teaching and Learning SoTL: Preparing Future Faculty in a Pedagogy Course

Teaching and Learning SoTL: Preparing Future Faculty in a Pedagogy Course

Revision of an Optical Engineering Lecture Based on Students’ Evaluation of University Teaching

Defining the Scholarship of Teaching and Learning

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