培养跨学科和跨机构的持续的教学学者群体

Q3 Social Sciences
Channing R. Ford, Emily B. Wilkins, Kristen L. Helms, Kimberly B. Garza
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引用次数: 0

摘要

本文探讨了高等教育的演变性质,以及高等教育如何继续强调教授必须在学术教学中发挥积极作用。这项定性研究探讨了每位作者如何引导 SoTL 研究,并分析了作者的反思日志,以确定与 "重新思考的学术"、"评估的学术 "和 "学者社区 "模式相一致的主题和次主题。研究结果支持现有的文献,并展示了建立一个为成员提供心理安全和支持的学者社区的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Cultivating a sustained community of teaching and learning scholars across disciplines and institutions
This article explores the evolutionary nature of higher education and how it continues to stress the need for the professoriate to be active within scholarly teaching. This qualitative study examines how each author navigates SoTL research and analyzes the authors' reflective journaling for themes and sub‐themes for alignment with Scholarship Reconsidered, Scholarship Assessed and Community of Scholars models. Study findings support the existing literature and showcases the importance of establishing a community of scholars that offers its members a place of psychological safety and support.
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来源期刊
New Directions for Teaching and Learning
New Directions for Teaching and Learning Social Sciences-Education
CiteScore
1.40
自引率
0.00%
发文量
26
期刊介绍: New Directions for Teaching and Learning continues to offer a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.
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