Teaching & Learning Inquiry-The ISSOTL Journal最新文献_第6页

Legitimating Reflective Writing in SoTL: “Dysfunctional Illusions of Rigor” Revisited SoTL中反思写作的合法性:重新审视“功能失调的严谨幻觉”

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-09-16 DOI: 10.20343/teachlearninqu.7.2.2

A. Cook‐Sather, Sophia Abbot, P. Felten

{"title":"Legitimating Reflective Writing in SoTL: “Dysfunctional Illusions of Rigor” Revisited","authors":"A. Cook‐Sather, Sophia Abbot, P. Felten","doi":"10.20343/teachlearninqu.7.2.2","DOIUrl":"https://doi.org/10.20343/teachlearninqu.7.2.2","url":null,"abstract":"In a classic 2010 article, Craig Nelson critiques his own previously held “Dysfunctional Illusions of Rigor” that for years had constrained his teaching. He demonstrates that certain “rigorous” pedagogical practices disadvantage rather than support learners, and he argues for an expansion of what counts as legitimate pedagogical approaches. We evoke Nelson’s assertions to make a parallel argument regarding the traditional conventions of academic discourse. While formal scholarly writing may be well suited to capturing some of the outcomes of the Scholarship of Teaching and Learning (SoTL), these genres can also be exclusive; inadequate to the task of conveying the complex, incomplete, and messy aspects of the work; and neither interesting nor accessible to those who are not required to produce or to read SoTL publications. We propose that reflective writing be legitimated as a form of writing for SoTL, and we use examples from a growing body of reflective writing about pedagogical partnership to illustrate our points. Echoing Nelson, our four reasons for this expansion of legitimacy are: (1) the process of reflection is an essential component of learning; (2) reflective writing captures the complexity of learning; (3) reflection is an accessible form of writing for both new and experienced SoTL authors; and (4) reflective writing is accessible to a wide range of readers. We conclude by emphasizing the potential of including reflective writing among those modes of analysis valued in SoTL to expand what counts as rigor in the construction and representation of knowledge about teaching and learning.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"52 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89027954","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: 20

Dialogue: In Conversation with Elizabeth Minnich 对话:与伊丽莎白·明尼奇对话

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-09-16 DOI: 10.20343/teachlearninqu.7.2.4

Chng Huang Hoon, E. Minnich, J. Draeger, Johan Geertsema, T. Roxå

{"title":"Dialogue: In Conversation with Elizabeth Minnich","authors":"Chng Huang Hoon, E. Minnich, J. Draeger, Johan Geertsema, T. Roxå","doi":"10.20343/teachlearninqu.7.2.4","DOIUrl":"https://doi.org/10.20343/teachlearninqu.7.2.4","url":null,"abstract":"At the ISSOTL Conference in Bergen, Norway (October 2018), we were privileged to have heard a lecture by Professor Elizabeth Minnich, on “People who are not thinking Are capable of anything: What are students learning, how are students learning it, and does it make them better people?” As a follow up, in November 2019, Chng Huang Hoon (then-ISSOTL Vice President - Asia Pacific) invited the ISSOTL community to field their questions for Professor Minnich. Questions from four ISSOTL members were received. TLI has provided the platform to enable us to continue that important conversation. \u0000The participants are: \u0000 \u0000Elizabeth Minnich, philosopher, author, teacher, Distinguished Fellow (Association of American Colleges & Universities). \u0000John Draeger, Professor of Philosophy and Director, Teaching and Learning Center, SUNY Buffalo State, USA. \u0000Torgny Roxå, Associate Professor and Academic Developer, Excellent Teaching Practitioner, Centre for Engineering Education, Faculty of Engineering, Lund University, Sweden. \u0000Johan Geertsema, Associate Professor (University Scholars Programme) and Director, Centre for Development of Teaching and Learning, National University of Singapore. \u0000Chng Huang Hoon, Associate Professor (English Language & Literature), Associate Provost (Undergraduate Education) and Director (Chua Thian Poh Community Leadership Centre), National University of Singapore. \u0000 \u0000This conversation is in 3-parts: \u00001) Part One: Thoughtfulness, Thoughtlessness, Thinking and Teaching \u00002) Part Two: Thoughtlessness, scholarly reflection, and Outcomes-based teaching and learning \u00003) Part Three: Intensive and Extensive SoTL","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"60 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91123850","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

Strata and Strategies of Teaching about the Global “Other” Using Critical Feminist Pedagogical Praxis 基于批判女性主义教学实践的全球“他者”教学层次与策略

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-09-16 DOI: 10.20343/teachlearninqu.7.2.6

Debjani Chakravarty

{"title":"Strata and Strategies of Teaching about the Global “Other” Using Critical Feminist Pedagogical Praxis","authors":"Debjani Chakravarty","doi":"10.20343/teachlearninqu.7.2.6","DOIUrl":"https://doi.org/10.20343/teachlearninqu.7.2.6","url":null,"abstract":"In this paper I analyze the way “globalization” is deployed in U.S. universities as a value-addition. I explore issues of teaching about the global “other,” as well as the “third world” and other unfamiliar, objectified spaces. Through critical discourse analysis of syllabi I outline some representational and pedagogical trends. I also draw from my experience of teaching globalization-focused courses, including courses on transnational feminisms, international literature, social movements, migrations and socio-economic exchanges to undergraduate students. Teaching about \"the other\" often leads to a multiplier effect of \"othering\" within the classroom. Using transnational feminist perspectives, I argue that teaching such classes, on \"global\" \"transnational\" or \"international\" women, gender, sexuality and feminisms require de-centering not just dominant paradigms but also of oneself as purveyor of insider/global knowledge. I also argue, like many others before me, that a classroom can serve as a site for epistemic injustices and colonizing acts, and we must attempt to find ways in which such neo-colonial damages can be mitigated. This paper is an exercise in finding some ways to de-center and decolonize dominant discourses on the global \"other” and suggest critical and compassionate pedagogical strategies.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"63 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86765785","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

Student Perceptions of the ‘Best’ Feedback Practices: An Evaluation of Student-Led Teaching Award Nominations at a Higher Education Institution. 学生对“最佳”反馈实践的看法:对高等教育机构学生主导教学奖提名的评估。

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-09-16 DOI: 10.20343/teachlearninqu.7.2.8

T. Lowe, C. Shaw

{"title":"Student Perceptions of the ‘Best’ Feedback Practices: An Evaluation of Student-Led Teaching Award Nominations at a Higher Education Institution.","authors":"T. Lowe, C. Shaw","doi":"10.20343/teachlearninqu.7.2.8","DOIUrl":"https://doi.org/10.20343/teachlearninqu.7.2.8","url":null,"abstract":"The construction of what students constitute to be “good” feedback often plagues the minds of academics, who seem to continuously search for the holy grail of what it is exactly students want from their feedback in Higher Education. This aspect of the student experience in assessment and feedback continues to elude institutions by the nationally lower average scores in the United Kingdom annual National Student Survey questions on timely/prompt feedback (NSS, 2017, Gartland et al 2016) which makes this a topical area for exploration and discussion. To investigate student perceptions of feedback in an alternative method, this article examines the qualitative data from three years of Student-Led Teaching Awards (STLA) nominations for the category “Best Lecturer for Constructive and Efficient Feedback” at the University of Winchester. From this study, new revelations in regards to the student perception of the ‘best’ lecturer(s) feedback practice have come to light including terminology, language and emphasis on email turnaround, rather than the actual format of the feedback itself (handwritten, e-submission etc.). In order to tease out the repetitive emerging themes for what students are perceiving to be “good” feedback, this paper will outline the findings of this study, including the methodology and nomination process of the SLTAs at Winchester. ","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"7 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86492397","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: 9

Interpreting Students' Experiences with Academic Disappointments Using Resourcefulness Scores as a Lens 以机智分数为视角解读学生学业失意经历

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-09-16 DOI: 10.20343/teachlearninqu.7.2.9

Rebecca D Martin, D. J. Kennett

引用次数: 3

The Scholarship of Teaching and Learning: A Scoping Review Protocol 教与学的奖学金:范围审查协议

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-09-16 DOI: 10.20343/teachlearninqu.7.2.12

N. Chick, L. Nowell, Bartlomiej A. Lenart

引用次数: 8

Visions of the Possible: Engaging with Librarians in SoTL 可能的愿景:与SoTL的图书馆员互动

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-09-16 DOI: 10.20343/teachlearninqu.7.2.1

C. McClurg, Margy MacMillan, Nancy Chick

引用次数: 1

Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals 为同行评审期刊撰写教学和学习文章奖学金

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-09-16 DOI: 10.20343/teachlearninqu.7.2.3

M. Healey, K. Matthews, A. Cook‐Sather

{"title":"Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals","authors":"M. Healey, K. Matthews, A. Cook‐Sather","doi":"10.20343/teachlearninqu.7.2.3","DOIUrl":"https://doi.org/10.20343/teachlearninqu.7.2.3","url":null,"abstract":"LOCATE: There are many general books and articles on publishing in peer-reviewed journals, but few specifically address issues around writing for scholarship of teaching and learning (SoTL) journals. One of the challenges of beginning to write about SoTL is that most scholars have become interested in exploring teaching and learning issues in higher education (HE) alongside their disciplinary interests and have to grapple with a new literature and sometimes unfamiliar methods and genres as well. Hence, for many, as they write up their SoTL projects, they are simultaneously forging their identities as SoTL scholars. \u0000FOCUS: We unpack the process of writing SoTL articles for peer-reviewed journals with the goal of supporting both new and experienced SoTL scholars (faculty/academics, professional staff, and students) as they nurture and further develop their voices and their SoTL identities and strive to contribute to the enhancement of learning and teaching in HE. \u0000REPORT: We pose three related sets of overarching questions for consideration when writing SoTL articles for peer-reviewed journals followed by heuristic frameworks for publishing in five specific writing genres (empirical research articles, conceptual articles, case studies of practice, reflective essays, and opinion pieces). \u0000ARGUE: Using the metaphor of being in conversation, we argue that writing is a values-based process that contributes to the identity formation of SoTL scholars and their sense of belonging within the SoTL discourse community.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"8 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79519531","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

The People Behind the Papers 文件背后的人

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-03-29 DOI: 10.20343/TEACHLEARNINQU.7.1.1

G. Poole, N. Chick

引用次数: 0

Citizens of the Teaching Commons: The Rise of SoTL among US Professors of the Year, 1981-2015 教学公地的公民：SoTL在1981-2015年美国年度教授中的崛起

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-03-29 DOI: 10.20343/TEACHLEARNINQU.7.1.10

M. Huber

{"title":"Citizens of the Teaching Commons: The Rise of SoTL among US Professors of the Year, 1981-2015","authors":"M. Huber","doi":"10.20343/TEACHLEARNINQU.7.1.10","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.7.1.10","url":null,"abstract":"ABSTRACT From 1981 to 2015, the US Professors of the Year program recognized 101 college and university teachers as national winners in its annual competition for faculty who demonstrated “extraordinary dedication to undergraduate teaching.” Their dossiers provide a window onto the leading edge of teaching and educational leadership over a critical thirty-five years when innovative faculty nationwide sought to engage a more diverse set of students, enliven the teaching repertoires of their fields, develop new media for instruction, and encourage more active learning in their classrooms and beyond. But that is not all. As the pace of pedagogical change picked up, so too did the level of engagement with colleagues both on and beyond campus on educational issues. The roster of national winners has always included authors of text-books and other materials, but as time went on, a growing number were also making their approaches to pedagogical problems public through workshops, conference presentations, and publications. Increasingly engaged in the scholarship of teaching and learning, the US Professors of the Year reflect the emergence of a new view of the nature and source of teaching expertise and of what it means to be a “citizen” of the teaching commons.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45317690","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