Teaching & Learning Inquiry-The ISSOTL Journal最新文献_第5页

Supporting SoTL Development through Communities of Practice 通过实践社区支持SoTL的发展

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2020-10-06 DOI: 10.20343/teachlearninqu.8.2.4

Anne Tierney, D. Aidulis, Julian Park, Katherine A. Clark

引用次数: 13

Inquiry-based learning as a facilitator to student engagement in undergraduate and graduate social work programs 探究式学习促进学生参与本科和研究生社会工作项目

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2020-03-15 DOI: 10.20343/teachlearninqu.8.1.13

B. Archer-Kuhn, Yeon-joo Lee, Savannah Finnessey, J. Liu

引用次数: 15

Chasing impact: The tale of three SoTL studies 追逐影响:三个SoTL研究的故事

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2020-03-15 DOI: 10.20343/teachlearninqu.8.1.7

E. Pechenkina

引用次数: 2

Beyond the conference: Singing our SSONG 会议之外:唱我们的歌

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2020-03-15 DOI: 10.20343/teachlearninqu.8.1.4

Corinne A. Green, M. Eady, Marian McCarthy, Ashley B. Akenson, Briony Supple, J. McKeon, James G. R. Cronin

{"title":"Beyond the conference: Singing our SSONG","authors":"Corinne A. Green, M. Eady, Marian McCarthy, Ashley B. Akenson, Briony Supple, J. McKeon, James G. R. Cronin","doi":"10.20343/teachlearninqu.8.1.4","DOIUrl":"https://doi.org/10.20343/teachlearninqu.8.1.4","url":null,"abstract":"The International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference presents an exciting opportunity to meet with international colleagues from diverse backgrounds and situations to commune on our common interest in the Scholarship of Teaching and Learning (SoTL). As with every ISSOTL conference, the enthusiasm for SoTL was palpable in Los Angeles in 2016. Rich discussions took place, networks were formed, and promises to keep in touch were made. Unfortunately, previous conference experiences have taught us that these good intentions often fall short once the conference bubble has burst and the reality of daily life sets in once more. In an attempt to circumvent this phenomenon, we—seven colleagues from three different countries—embarked on a research project that enabled us to maintain the relationships and fruitful discussions we had initiated at ISSOTL16. We established Small, Significant Online Network Group, or SSONG, inspired by a conference workshop on small significant networks. As a group, we met regularly online using Adobe Connect© and engaged in significant conversations around SoTL that were private, trustful, and intellectually intriguing. This article reflects our experiences in establishing and maintaining the group. We discuss how the group was formed; its alignment with the concept of small, significant networks; and the benefits and challenges we encountered. Four key principles of the group that have emerged will also be discussed in detail, enabling readers to consider how they could adapt the concept for their own purposes.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"27 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84197577","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

The Courage to SoTL 有勇气去奋斗

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-10-08 DOI: 10.20343/TEACHLEARNINQU.9.1.25

Dawne Irving-Bell, Lauren S. Schlesselman, Patrice A. Torcivia Prusko, Heather Smith, Jill McSweeney, N. Godbold

{"title":"The Courage to SoTL","authors":"Dawne Irving-Bell, Lauren S. Schlesselman, Patrice A. Torcivia Prusko, Heather Smith, Jill McSweeney, N. Godbold","doi":"10.20343/TEACHLEARNINQU.9.1.25","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.9.1.25","url":null,"abstract":"Using Parker Palmer’s The Courage to Teach, and in particular the notion of the undivided life, to guide reflections through the process of collaborative autoethnography, we reflect on our lived experiences with the Scholarship of Teaching and Learning (SoTL). The central question being: How does Palmer’s idea of the undivided life enable SoTL scholars to explore notions of identity and integrity that are intertwined with our academic practice? Ultimately, we found that Palmer’s insights provoked us to think deeply about our identities, and while perhaps we did not always see ourselves on the paths he illuminates, his work, and our collaborative ethnographic process, helped us to illuminate our own paths. More specifically, we share five themes arising from our collaborative autoethnography related to the importance of context and positionality, defining a SoTL scholar, the power to diminish, the importance of relationships and community, and collaborative autoethnography as method and process. Our stories highlight the need for us to see our community as complex, messy, and deeply human, and we remind readers of the need to think about the ethics of all methods and the power in our everyday practice to include or exclude.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"17 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74205750","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: 6

Flipped vs. Traditional: An Analysis of Teaching Techniques in Finance and Psychology 翻转与传统:金融与心理学教学技巧分析

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-09-16 DOI: 10.20343/teachlearninqu.7.2.10

M. Andreychik, Valeria Martinez

{"title":"Flipped vs. Traditional: An Analysis of Teaching Techniques in Finance and Psychology","authors":"M. Andreychik, Valeria Martinez","doi":"10.20343/teachlearninqu.7.2.10","DOIUrl":"https://doi.org/10.20343/teachlearninqu.7.2.10","url":null,"abstract":"Recently there has been a surge of interest in technology-aided teaching strategies such as the flipped classroom. Given the growing interest in these techniques it is important to critically evaluate their effectiveness. Although most existing research on the flipped classroom suggests an advantage of the flipped approach over a more traditional lecture approach, most of this research has been conducted in ways that preclude definitive conclusions about the relative effectiveness of the flipped approach. We present the results of a study that addressed many of these methodological limitations and compared the effectiveness of the flipped approach to a traditional lecture approach across two semesters in courses from two different disciplines, Finance and Psychology. We found mixed support for the effectiveness of the flipped vs. the traditional approach. In particular, in the Psychology courses the flipped approach resulted in superior performance on quizzes administered immediately after exposure to the material, but resulted in similar performance on exams administered some time after initial exposure. In contrast, in the Finance courses the flipped approach resulted in similar performance on immediately-administered quizzes, but superior performance on later-administered exams.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"45 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79093949","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: 4

The Effects of Immersive Simulation on Targeted Collaboration Skills among Undergraduates in Special Education 沉浸式模拟对特殊教育本科生针对性协作技能的影响

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-09-16 DOI: 10.20343/teachlearninqu.7.2.11

S. Robbins, K. Gilbert, Frances L. Chumney, K. Green

引用次数: 5

TLI's Trajectory of Tradition and Change TLI的传统与变化轨迹

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-09-16 DOI: 10.20343/teachlearninqu.7.2.0

Katarina Mårtensson, N. Chick

引用次数: 0

What’s in a Name? Unpacking Students’ Roles in Higher Education through Neoliberal and Social Justice Lenses 名字里有什么?通过新自由主义和社会正义的视角来解读学生在高等教育中的角色

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-09-16 DOI: 10.20343/teachlearninqu.7.2.5

Mollie Dollinger, Lucy Mercer-Mapstone

{"title":"What’s in a Name? Unpacking Students’ Roles in Higher Education through Neoliberal and Social Justice Lenses","authors":"Mollie Dollinger, Lucy Mercer-Mapstone","doi":"10.20343/teachlearninqu.7.2.5","DOIUrl":"https://doi.org/10.20343/teachlearninqu.7.2.5","url":null,"abstract":"There has been an increase in research and practice exploring how students can gain agency to shape higher education experiences. Numerous terms evoking certain metaphors have entered the discussions around engaging students, from students as consumers or producers, to students as creators, partners, or change agents. There is scope within the evolving literature to explore the differentiations between these metaphors and how underlying assumptions ultimately shape our practices and research. We thus unpack the above five metaphors frequently used to redefine students’ roles in higher education. We then engage in a dialogue across differences: highlighting how our own two distinct perspectives on the research area and practice – grounded in neoliberalism and social justice – align, overlap, differ, and provide constraints or affordances for student engagement. We offer a critical and reflective commentary questioning the drivers of students’ changing roles in higher education in the hope of inviting others into generative dialogue toward expanding the evolving field of student engagement. ","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"114 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85918387","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: 17

Transgressive Learning Communities: Transformative Spaces for Underprivileged, Underserved, and Historically Underrepresented Graduate Students at Their Institutions 越轨学习社区:为贫困、服务不足和历史上代表性不足的研究生提供变革空间

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-09-16 DOI: 10.20343/teachlearninqu.7.2.7

Leslie E. Drane, Jordan Lynton, Yarí E. Cruz-Rios, Elizabeth Watts Malouchos, K. Kearns

{"title":"Transgressive Learning Communities: Transformative Spaces for Underprivileged, Underserved, and Historically Underrepresented Graduate Students at Their Institutions","authors":"Leslie E. Drane, Jordan Lynton, Yarí E. Cruz-Rios, Elizabeth Watts Malouchos, K. Kearns","doi":"10.20343/teachlearninqu.7.2.7","DOIUrl":"https://doi.org/10.20343/teachlearninqu.7.2.7","url":null,"abstract":"In this paper we propose a new vision of educational development that reimagines how graduate instructors are socialized and professionalized in academic settings. We describe a Transgressive Learning Community (TLC) that empowers graduate instructors with tools to reveal, mitigate, and disrupt oppressive structures in higher education. Our learning community is founded on critical race and feminist conceptualizations of pedagogical inquiry in its design, implementation, and assessment to serve underprivileged, underserved, and historically underrepresented graduate students. We argue that the intersections of marginalized and graduate student identities create distinct experiences of discrimination, marginalization, tokenism, isolation, and impostor syndrome due to a lack of sustained teaching mentorship within the academy. The Transgressive Learning Community model that we propose in this paper functions to create spaces of transgressive and transformational pedagogical engagement for graduate students who exist at the intersections of these identities.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"23 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72813460","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: 7