The Scholarship of Teaching and Learning in Canadian Post-Secondary Mathematics: 2000-2010

Abstract

Published accounts of pedagogical experience and pedagogical research are critical resources to post-secondary mathematics instructors, and yet the quantity and scope of this literature is rarely summarized or reviewed. In this contribution, we analyze recent peer-reviewed journal publications regarding post-secondary mathematics, published by Canadian scholars. We classified this scholarship by institution, publication year, type of pedagogical scholarship, and by topic. We highlight topics of continual interest, changing trends in time and newly emerging themes. This review therefore provides a benchmark of current scholarship in this important area, as well as a point of comparison for similar data from other countries, and other disciplines. Les comptes rendus publiés sur les expériences pédagogiques et la recherche sur la pédagogie sont des ressources essentielles pour les enseignants de mathématiques au niveau postsecondaire. Pourtant, la quantité et la portée de cette documentation font rarement l’objet de résumés ou d’analyses. Dans cet article, nous analysons les publications récentes de chercheurs canadiens sur les mathématiques au niveau postsecondaire, qui ont paru dans des revues révisées par les pairs. Nous avons classé ces publications par établissement, année de publication, type de recherche et sujet. Nous mettons en lumière les sujets d’intérêt constant, les tendances en évolution au fil du temps et les thèmes émergents. Cette recension constitue donc une référence sur les recherches universitaires actuelles dans ce domaine important ainsi qu’un point de comparaison pour des données similaires provenant d’autres pays et d’autres disciplines.

Teaching and Researching Ethically: Guidance for Instructor-Researchers, Educational Developers, and Research Ethics Personnel

“…Expanding from Stockley and Balkwill's (2013) recommendation for educational developers to familiarize themselves with TCPS2, I suggest instructor-researchers, educational developers, and research ethics personnel incorporate guidance from Murray et al and TCPS2 into their practices. The complementary guidance from the two documents provides the necessary balance and perspective for ethical practice.…”

“…Chapter 6 presents requirements for research ethics review for university research in Canada. TCPS2 guides the day-to-day practices of research ethics administrators and research ethics board members, yet may be unfamiliar to educational developers and disconnected from instructional practice (as suggested by Stockley & Balkwill, 2013). Scholars who conduct research involving humans prepare applications for ethics review based upon TCPS2 for their disciplinary research, but may not be familiar with implementing the guidance for scholarship of teaching and learning.…”

Bridging the Gap between the Research Ethics Board and the Scholarship of Teaching and Learning

“…Article 3.2 (e) states that "researchers should separate, to the greatest extent possible, their role as researcher from their other roles as therapists, caregivers, teachers, advisors, consultants, supervisors, employers or the like" (CIHR, NSERC, & SSHRC, 2014, p. 30). This absence of any acknowledgment or concrete measures to guide pedagogical research in the TCPS 2 has left many SoTL practitioners feeling ambivalent about REB requirements (Stockley & Balkwill, 2013).…”

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

“…In SoTL, dual roles exist for instructors, for they become both teachers and researchers, and their students become learners, subjects, and/or partners in inquiry (Felten, 2013;MacLean & Poole, 2010;Stockley & Balkwill, 2013). Similar questions of the partnerships in SoED are important, but even more so is the question of how SoED will impact the way educational developers engage with instructors through this practice.…”