Canadian Journal for the Scholarship of Teaching and Learning最新文献_第9页

Leadership for the Scholarship of Teaching and Learning: Understanding Bridges and Gaps in Practice 领导教学与学习的学术:理解实践中的桥梁和差距

IF 0.5

Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2019-05-31 DOI: 10.5206/CJSOTL-RCACEA.2019.1.7995

Nicola. Simmons, K. Taylor

{"title":"Leadership for the Scholarship of Teaching and Learning: Understanding Bridges and Gaps in Practice","authors":"Nicola. Simmons, K. Taylor","doi":"10.5206/CJSOTL-RCACEA.2019.1.7995","DOIUrl":"https://doi.org/10.5206/CJSOTL-RCACEA.2019.1.7995","url":null,"abstract":"The gap between the practice of individual academics based on the ideal of the SoTL—improving student learning—and the institutional infrastructure and leadership to support that work is an ongoing challenge to the development of the field (Hutchings, Huber, & Ciccone, 2011; Poole, Taylor, & Thompson, 2007; Simmons, forthcoming). To better understand how individuals in diverse roles contribute to the development of the SoTL in the context of their institutional cultures, this study examined how faculty, educational developers (EDs), and administrators enact SoTL leadership. A grounded theory approach (Leedy & Ormrod, 2001) guided the development of a survey that used closed and open-ended questions to invite respondents to share their personal conceptions and lived experiences of the SoTL. Drawing on the responses received (n=75), we identified ways faculty, educational developers, and administrators construe their SoTL leadership roles and how they can fulfill a vital role in facilitating leadership across and beyond their institutions to create critical social networks for SoTL work (Mårtensson, Roxå, & Olsson, 2012; Williams et al., 2013) and contribute to institutional cultures that support and value that work. The results reveal how gaps between the work of individual scholars and the cultures of their academic communities are being bridged through diverse leadership roles that cross multiple levels in their institutions and identify some of the gaps that remain.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77778565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 15

Overcoming Barriers for Implementing International Online Collaborative Assignments in Chemistry 克服实施化学国际在线合作作业的障碍

IF 0.5

Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2019-05-31 DOI: 10.5206/CJSOTL-RCACEA.2019.1.8004

Brett McCollum, Layne A. Morsch, Brandon Shokoples, Darlene Skagen

引用次数: 13

Analyzing Implicit Science and Math Outcomes in Engineering and Technology Programs 分析工程和技术项目中隐含的科学和数学成果

IF 0.5

Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2019-05-31 DOI: 10.5206/CJSOTL-RCACEA.2019.1.7994

S. Zakani, J. Kaupp, Roderick Turner, B. Frank

{"title":"Analyzing Implicit Science and Math Outcomes in Engineering and Technology Programs","authors":"S. Zakani, J. Kaupp, Roderick Turner, B. Frank","doi":"10.5206/CJSOTL-RCACEA.2019.1.7994","DOIUrl":"https://doi.org/10.5206/CJSOTL-RCACEA.2019.1.7994","url":null,"abstract":"One of the key steps when developing pathways between baccalaureate and diploma programs is comparing learning goals between the programs. This paper presents application of a seven-dimensional framework (cognitive process, transferability, depth of analysis, interdependence, question novelty, scaffolding and communication) to analyze the implicit learning outcomes in 11 of Ontario’s post-secondary programs in engineering and engineering technology. We collected 319 calculus questions (179 from six technology programs and 140 from five engineering programs) and 205 physics questions (122 from two technology programs and 83 from four engineering programs). Content specialists assessed each question in the first four of these dimensions, and instructors from the participating institutions scored random questions from their own disclosed questions on the remaining dimensions. Analysis of scaffolding in physics questions showed that engineering questions mostly required the students to choose from or synthetize a range of approaches while technology questions often required the students to use a specific approach. The study found that technology programs focused more on discipline-specific physics concepts and their applications than physics courses in engineering. Calculus questions from both sectors mostly required application of mathematical concepts in non-contextualized scenarios or a general engineering context, with no significant difference in question novelty, scaffolding and level of communication. From a credits perspective, these results suggest that direct credit for bidirectional transfers may be warranted, and that small bridging learning modules targeting missing outcomes may be able to support efficient transfer pathways.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"4 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82428027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Thinking Beyond Writing Development in Peer Review 同行评议中超越写作发展的思考

IF 0.5

Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2019-05-31 DOI: 10.5206/CJSOTL-RCACEA.2019.1.8005

Mary G. Chaktsiris, J. Southworth

引用次数: 7

Complementary Learning: Piloting a Blended Format for Canadian Composition Courses 互补学习:加拿大写作课程的混合模式试点

IF 0.5

Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2019-05-31 DOI: 10.5206/CJSOTL-RCACEA.2019.1.7992

Jordan Stouck

引用次数: 1

Bridging the Gap between the Research Ethics Board and the Scholarship of Teaching and Learning 弥合研究伦理委员会与教与学奖学金之间的差距

IF 0.5

Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2019-05-31 DOI: 10.5206/CJSOTL-RCACEA.2019.1.8003

M. Schnurr, Alanna Taylor

{"title":"Bridging the Gap between the Research Ethics Board and the Scholarship of Teaching and Learning","authors":"M. Schnurr, Alanna Taylor","doi":"10.5206/CJSOTL-RCACEA.2019.1.8003","DOIUrl":"https://doi.org/10.5206/CJSOTL-RCACEA.2019.1.8003","url":null,"abstract":"In 2016, Dalhousie University’s Research Ethics Board created an interdisciplinary working group to identify the key ethical challenges of SoTL research, with the overarching aim of recommending best practices and communicating these to researchers in order to support and expand the conduct of ethically sound SoTL research. This essay reflects on the lessons learned through this process and shines a light on the three most contentious arenas that emerged: using class time to conduct SoTL research, integrating Students Ratings of Instruction (SRI) into SoTL, and incorporating student work as a data source. \u0000This essay contributes to the emerging conversation around ethical SoTL research in two important ways. First, we argue for more lenient REB protocols that encourage SoTL research by exposing how restrictive interpretations of key issues serve as obstacles for student-centered research. Second, we introduce new tools designed to address these impediments, including the first-ever interactive user guide. The overarching aims of this essay are (a) to help SoTL researchers navigate this complex terrain, and (b) to encourage other Canadian REBs to consider implementing more permissive regimes.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"303 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73606969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Making a Difference: Three Decades of Canada’s Only National Teaching Award 做出改变:加拿大唯一的国家教学奖的三十年

IF 0.5

Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2019-05-31 DOI: 10.5206/CJSOTL-RCACEA.2019.1.7998

Denise Stockley, Ronald A. Smith, Arshad Ahmad, Amber Hastings Truelove

{"title":"Making a Difference: Three Decades of Canada’s Only National Teaching Award","authors":"Denise Stockley, Ronald A. Smith, Arshad Ahmad, Amber Hastings Truelove","doi":"10.5206/CJSOTL-RCACEA.2019.1.7998","DOIUrl":"https://doi.org/10.5206/CJSOTL-RCACEA.2019.1.7998","url":null,"abstract":"The 3M National Teaching Fellowship (3MNTF) has been part of the Canadian higher education landscape for the past 31 years and has grown to be a community of 328 fellows, with up to ten more being added each year. As part of the 30-year anniversary of the Fellowship, we initiated a study to understand its impacts on the higher education community by examining the effect that the Fellowship has had on individual winners, the influence that fellows have been able to exert in their institutions after being awarded the 3M Fellowship, and the influence that the 3M National Teaching Fellowship program has had nationally and internationally. To identify the various impacts of the 3MNTF, we conducted focus groups with the 2012 cohort, 3M retreat facilitators and coordinators, and the representative from 3M Canada, as well as the new fellows from the 2013 cohort. In 2014, we conducted two focus groups with senior university administrators and educational developers. In 2015, we developed and administered an online survey to faculty, administrators, educational developers, and students at a number of Canadian universities. We found that the 3M is one of the most recognizable teaching awards in Canada’s higher education landscape. The structure of the fellowship has helped to shape local and international teaching awards, while individual fellows often provide mentorship to future leaders in education.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"102 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88378892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Tin Anniversaries and Teaching and Learning Scholarship: An Introduction to Issue 10.1 锡周年纪念与教学奖学金:第10.1期介绍

IF 0.5

Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2019-05-31 DOI: 10.5206/CJSOTL-RCACEA.2019.1.7958

E. Marquis

引用次数: 0

Particulars of Practice: A Collaborative Self-study of Mentoring Practicum-based Seminars 实践的细节:辅导实践研讨会的协作性自学

IF 0.5

Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2019-01-26 DOI: 10.5206/cjsotlrcacea.2022.1.10924

Awneet Sivia, S. MacMath, Vandy Britton

{"title":"Particulars of Practice: A Collaborative Self-study of Mentoring Practicum-based Seminars","authors":"Awneet Sivia, S. MacMath, Vandy Britton","doi":"10.5206/cjsotlrcacea.2022.1.10924","DOIUrl":"https://doi.org/10.5206/cjsotlrcacea.2022.1.10924","url":null,"abstract":"This paper documents research regarding the roles, practices, and identities of three faculty members who mentor teacher candidates during practicums. Using a collaborative self-study (Hamilton, 1995), the authors examine the implications of implementing “particulars of practice seminars” (POPS) where practice issues are surfaced by candidates and examined collaboratively through focused conversation. The POPS are designed to develop candidates’ authority of experience (Munby & Russell, 1994) and foster candidates’ agency in professional learning yet these aims are highly dependent upon the faculty mentors’ practices and how these seminars are conceived and enacted. Using reflections, email threads, and meetings, this self-study focuses on the authors’ conceptions of their practice, identities, and roles as faculty mentors participating in the POPS and introduces “braiding” as a metaphor to illustrate the weaving together of multiple data sources. Results include assertions regarding programmatic recommendations, faculty development, and methodological approaches used in self-study research.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"18 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85686466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Enjeux et tensions de l’implantation et de l’utilisation du portfolio numérique en enseignement supérieur 在高等教育中实施和使用数字组合的挑战和紧张

IF 0.5

Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2018-12-31 DOI: 10.5206/CJSOTL-RCACEA.2018.3.2

M. Petit, Nicole Monney, Christophe Gremion

{"title":"Enjeux et tensions de l’implantation et de l’utilisation du portfolio numérique en enseignement supérieur","authors":"M. Petit, Nicole Monney, Christophe Gremion","doi":"10.5206/CJSOTL-RCACEA.2018.3.2","DOIUrl":"https://doi.org/10.5206/CJSOTL-RCACEA.2018.3.2","url":null,"abstract":"Ce numéro spécial repose sur différentes études liées au portfolio numérique en enseignement supérieur. Ce texte de cadrage propose un survol des visées et des cadres de référence des articles qui y sont réunis, en plus d’établir un éventail de contextes d’implantation du portfolio numérique au Canada et en Europe. Divers enjeux émanant de cette publication sont également identifiés afin de contribuer à la réflexion de ceux qui utilisent cet outil de près ou de loin, ou qui songent à son implantation dans un cours ou un programme de formation.\u0000This special issue is based on various studies related to the digital portfolio in higher education. This scoping text provides an overview of the aims and conceptual frameworks of the articles that are brought together, as well as establishing a range of digital portfolio implementation contexts in Canada and Europe. In addition, various issues emanating from this publication are identified to contribute to the reflection of those who use this tool from near or far, or who are thinking about its implementation in a course or a training program.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"14 3","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72540246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2