Scholarship of Teaching and Learning
Information related to the research, reading, writing and practice of SoTL.
(e)Books
Academically Adrift by
In spite of soaring tuition costs, more and more students go to college every year. A bachelor's degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they're born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum and Josipa Roksa's answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills--including critical thinking, complex reasoning, and writing--during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise--instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list. Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents--all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa's report that colleges are failing at their most basic mission will demand the attention of us all.
Call Number: TFDL LA227.4 .A78 2011ISBN: 9780226028569Publication Date: 2011-01-15
Learner-Centered Teaching by
Praise for Maryellen Weimer's Inspired College Teaching "The thoughtfulness, personalization, and consideration Maryellen Weimer demonstrates in discussing the experience of faculty members, her ability to identify issues that are shared and solvable, and her suggestions and solutions to commonly experienced stressors and difficulties in college teaching are major strengths of this volume. . . . In a way, it is a 'workshop between book covers'--or perhaps several workshops!" --Laura L. B. Border, director, Graduate Teacher Program and Collaborative Preparing Future Faculty Network, University of Colorado at Boulder "A book by Maryellen Weimer always displays her wonderful grasp of the literature on college teaching and learning, her ability to tell good stories, and her wit and wisdom. This one is no exception." --Nancy Van Note Chism, professor, Indiana University School of Education, Indiana University-Purdue University Indianapolis Praise for Enhancing Scholarly Work on Teaching and Learning "In her characteristically research-based, direct, and practical style, Maryellen Weimer provides a much-needed guide, critique, and road map of the scholarship of teaching and learning. Weimer's new book will be of use to teachers, researchers, and administrators alike and nicely complements her Learner-Centered Teaching and Classroom Research, by Cross and Steadman." --Thomas A. Angelo, director, University Teaching Development Centre, Victoria University of Wellington, New Zealand "Yet again, Maryellen Weimer has made a perfectly timed contribution to the pursuit of excellence in teaching and learning. Enhancing Scholarly Work on Teaching and Learning does indeed shed clarifying light on the exciting new emphasis on scholarly approaches to teaching. In her distinctively conversational and clear style, Dr. Weimer maps out the nature of pedagogical literature--how to read it and how to contribute to it. . . . This book is the perfect next step in the journey to understand the benefits of scholarly teaching." --Gary Poole, director, Centre for Teaching and Academic Growth; founding director, Institute for the Scholarship of Teaching and Learning, University of British Columbia
ISBN: 9781118419038Publication Date: 2013-01-28
Learner Centered Teaching by
This book presents the research-based case that Learner Centered Teaching (LCT) offers the best means to optimize student learning in college, and offers examples and ideas for putting it into practice, as well the underlying rationale. It also starts from the premise that many faculty are much closer to being learner centered teachers than they think, but don't have the full conceptual understanding of the process to achieve its full impact. There is sometimes a gap between what we would like to achieve in our teaching and the knowledge and strategies needed to make it happen. LCT keeps all of the good features of a teacher-centered approach and applies them in ways that are in better harmony with how our brains learn. It, for instance, embraces the teacher as expert as well as the appropriate use of lecture, while also offering new, effective ways to replace practices that don't optimizing student learning. Neuroscience, biology and cognitive science research have made it clear that it is the one who does the work who does the learning. Many faculty do too much of the work for their students, which results in diminished student learning. To enable faculty to navigate this shift, Terry Doyle presents an LCT-based approach to course design that draws on current brain research on cognition and learning; on addressing the affective concerns of students; on proven approaches to improve student's comprehension and recall; on transitioning from "teller of knowledge" to a "facilitator of learning"; on the design of authentic assessment strategies - such as engaging students in learning experiences that model the real world work they will be asked to do when they graduate; and on successful communication techniques. The presentation is informed by the questions and concerns raised by faculty from over sixty colleges with whom Terry Doyle has worked; and on the response from an equal number of regional, national and international conferences at which he has presented on topics related to LCT.
Call Number: TFDL LB1027.23.D69 2011ISBN: 1579227449Publication Date: 2012-07-27- Theory and Method in Higher Education Research by Theory and Method in Higher Education Research contains contemporary contributions to international debates regarding the application and development of theory and methodology in researching higher education. Higher education research is a developing field internationally, which is attracting more and more researchers from a great variety of disciplinary backgrounds within and beyond higher education institutions. As such, it is an arena within which a wide range of theories, methods and methodologies is being applied. As an expanding multidisciplinary area of interest, we may also expect increased development of theory and method. This volume aims to offer a channel for discussion, critique and innovation. It should become essential reading for the growing numbers of researchers engaging with higher education across the globeISBN: 9781781906828Publication Date: 2013-10-15
SoTL Journals - Start Here!
- Teaching & Learning Inquiry Teaching and Learning Inquiry (TLI) publishes insightful research, theory, commentary, and other scholarly works that document or facilitate investigations of teaching and learning in higher education. TLI values quality and variety in its vision of the scholarship of teaching and learning. Its pages will showcase the breadth of the interdisciplinary field of SoTL in its explicit methodological pluralism, its call for traditional and new genres, and its international authorship from across career stages.
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- The Canadian Journal for the Scholarship of Teaching and Learning The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL) is the official journal of the Society for Teaching and Learning in Higher Education. It is an open access online journal dedicated to publishing quality peer-reviewed articles and essays in French and English that address teaching and learning interests of universities and colleges across Canada.
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- International Journal for the Scholarship of Teaching and Learning International Journal for the Scholarship of Teaching & Learning is an open, double-blind peer reviewed electronic journal published twice per year by the Centers for Teaching & Technology at Georgia Southern University. The journal is an international forum for research and information about the scholarship of teaching and learning (SoTL) and its applications in higher/tertiary education.
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- Journal of the Scholarship of Teaching and Learning A forum for the dissemination of the Scholarship of Teaching and Learning in higher education.
Select Teaching and Learning Journals
- Active Learning in Higher Education Active Learning in Higher Education is an international, peer reviewed publication for all those who teach and support learning in higher education and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal is devoted to all aspects of development, innovations and good practice in higher education teaching and learning, including the use of information and communication technologies and issues concerning the management of teaching and learning. This journal is a member of the Committee on Publication Ethics (COPE).
- ASHE Higher Education Report Since 1983, the ASHE Higher Education Report (formerly ASHE-ERIC) series has been published in cooperation with the Association for the Study of Higher Education (ASHE). Each monograph is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Noted practitioners and scholars write the reports, with experts providing critical reviews of each manuscript before publication.
- British Educational Research Journal The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. The Journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.
- British Journal of Educational Technology BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training. Empirical papers are expected to report on significant research studies. These may report qualitative, quantitative or mixed methods studies and need to be of a high scholarly quality. Empirical papers need to include: a clear methodology (including information on sampling and analytical process); substantive evidence of research outputs, outcomes and impacts (e.g. of the interventions trialled, applied, or adopted). Theoretical, methodological and review articles should be critical, present a novel perspective and make an original contribution. BJET does not publish purely descriptive papers or those that simply present learners’, teachers’ and other users’ opinions on methods, materials or technologies. Papers are selected for publication based on the rigour of the research and its potential to make a substantive and original contribution to the field, with explicit reference to international significance.
- Canadian Journal of Higher Education The Journal is a publication of the Canadian Society for the Study of Higher Education. It intends to publish manuscripts on topics that address and are relevant to the Canadian higher education system and its structures, processes, and community; and to promote research with international and comparative dimensions in relation to Canadian higher education.
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- College Teaching Interdisciplinary articles on issues related to teaching at the undergraduate and graduate levels; teaching philosophy and practices, teachers' roles, professional development and evaluation, incentives and commentary on articles in the journal.
- Comparative Education Comparative Education is an international peer-reviewed research journal which, since its inception in 1964, has contributed to the growing importance of comparative perspectives in the analysis of educational issues in national, international, and global contexts.
- Comparative Education Review Original articles and thematic issues on all aspects of education comparative in scope with analyses having far-reaching implications for policy and planning; published for members of the Comparative and International Education Society.
- Curriculum Inquiry Curriculum Inquiry (CI) is a leading international journal in the field of curriculum studies. It is dedicated to studies of educational experience in schools, communities, families, and other local or transnational settings, using a range of theoretical and disciplinary approaches. CI brings together the work of both established and emerging scholars from a variety of academic fields and disciplines who theorize and examine curriculum and pedagogy, broadly defined, and whose work promotes conceptual debate and pushes beyond current understandings of educational research, theory, and practice. The journal publishes papers that explore and critique contemporary ideas, issues, trends, and problems in education, particularly those relating to curriculum, teaching and learning, teacher education, cultural practice, and educational research and policy. Each issue of the journal also includes a provocative and critically analytical editorial essay that highlights the contributions of featured authors.
- Economics of Education Review Economics of Education Review publishes research on education policy and finance, human capital production and acquisition, and the returns to human capital. We accept empirical, methodological and theoretical contributions, but the main focus of Economics of Education Review is on applied studies that employ micro data and clear identification strategies. Our goal is to publish innovative, cutting-edge research on the economics of education that is of interest to academics, policymakers and the public.
- Education + Training Education + Training addresses the increasingly complex relationships between education, training and employment and the impact of these relationships on national and global labour markets. The journal gives specific consideration to young people, looking at how the transition from school/college to employment is achieved and how the nature of partnerships between the worlds of education and work continues to evolve. The journal explores vocationalism in learning and efforts to address employability within the curriculum, together with coverage of innovative themes and initiatives within vocational education and training. The journal is read by policy makers, educators and academics working in a wide range of fields including education, learning and skills development, enterprise and entrepreneurship education and training, induction and career development. Coverage: Managing the transition from school/college to work New initiatives in post 16 vocational education and training Education-Business partnerships and collaboration Links between education and industry The graduate labour market Work experience and placements The recruitment, induction and development of school leavers and graduates Young person employability and career development E learning in further and higher education Research news Reviews of recent publications
- Enhancing the Learner Experience in Higher Education Enhancing the Learner Experience in Higher Education is an international, peer-reviewed academic e-journal published twice yearly, enthusiastically addressing the challenge of enhancing learning in Higher Education. The journal seeks to explore innovations which impact on student learning, and to share effective practice across different contexts. It aims to enhance the student experience of learning by an engaged commitment to the student voice. Enhancing the Learner Experience in Higher Education thus has a unique mission. It aims to bring together a developing body of pedagogic research investigating the theories and practices associated with learning opportunities (in their broadest interpretation) in HE, with an emerging interest in the learner experience as elicited through the student voice.
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- Excellence in Higher Education Excellence in Higher Education (EHE) is a sustainable research initiative established with the generous support of the U.S. Agency for International Development (USAID) as part of its Decentralized Basic Education 2 Project in Indonesia. EHE is the first English language academic journal in the field of higher education in Indonesia and is sponsored by the Consortium of Indonesian Universities–Pittsburgh (KPTIP: Konsorsium Perguruan Tinggi Indonesia–Pittsburgh). The journal is a product of the Consortium’s continued commitment to the quality and innovation of Indonesian education. To this end the Consortium works to create sustainable national, regional, and global partnerships to meet national education reform mandates. EHE is published by the University Library System, University of Pittsburgh. EHE encourages diverse points of view with international perspectives, creating a forum for the sharing of research on issues pertaining to higher education. The goal of EHE is to enable readers around the world to explore Indonesian and global higher education traditions and contemporary patterns in a global context, thereby promoting mutual dialogue and enriching the theory, policy, and practice of higher education.
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- Harvard Educational Review The Harvard Educational Review accepts contributions from researchers, scholars, policy makers, practitioners, teachers, students, and informed observers in education and related fields. In addition to original reports of research and theory, HER welcomes articles that reflect on teaching and practice in educational settings in the United States and abroad.
- Higher Education Recognized as the leading international journal on higher education studies, this publication examines educational developments throughout the world in universities, polytechnics, colleges, and vocational and education institutions. It reports on developments in both public and private higher education sectors. Higher Education features contributions from leading scholars from different countries who tackle the problems of teachers as well as students, and of planners as well as administrators. It presents authoritative overview articles, comparative studies and analyses of particular problems or issues. While each higher education system has its own distinctive features, common problems and issues are shared internationally by researchers, teachers and institutional leaders. Higher Education offers opportunities for the exchange of research results, experience and insights, and provides a forum for ongoing discussion between experts.
- Higher Education: the International Journal of Higher Education Recognized as the leading international journal on higher education studies, this publication examines educational developments throughout the world in universities, polytechnics, colleges, and vocational and education institutions. It reports on developments in both public and private higher education sectors. Higher Education features contributions from leading scholars from different countries who tackle the problems of teachers as well as students, and of planners as well as administrators. It presents authoritative overview articles, comparative studies and analyses of particular problems or issues. While each higher education system has its own distinctive features, common problems and issues are shared internationally by researchers, teachers and institutional leaders. Higher Education offers opportunities for the exchange of research results, experience and insights, and provides a forum for ongoing discussion between experts.
- Higher Education Policy Higher Education Policy (HEP) is an international peer-reviewed academic journal focusing on higher education policy in a broad sense. It does so through the publication of original analyses: theoretical, empirical or practice-based. The focus of the analysis may range from case studies of developments in individual institutions to policy-making at system and supra-national levels. Higher Education Policy has a preference for papers that are written from a disciplinary or interdisciplinary perspective. In the past, contributors have relied on perspectives from public administration, political science, sociology, history, economics and law, but also from philosophy, psychology and anthropology. The journal considers submissions that discuss higher education policies and/or analyse their impacts on higher education institutions or the academic community: leadership, faculty, staff and students, but also considers papers that deal with governance and policy issues at the level of higher education institutions. Critical analyses, empirical investigations (either qualitative or quantitative), and theoretical-conceptual contributions are equally welcome. All papers must be embedded in the relevant academic literature and contribute to furthering our understanding of policy.
- Higher Education Research & Development Higher Education Research & Development informs and challenges researchers, teachers, administrators, policy-makers and others concerned with the past, present and future of higher education. The journal publishes scholarly articles that make a significant and original contribution to the theory, practice or research of higher education. We welcome empirical, theoretical, philosophical and historical articles and essays that address higher education in any of its dimensions. All articles must propose fresh critical insights into the area being addressed and be appropriately framed for an international audience. HERD seeks to foster conversations around particular HE issues and topics over time.
- Innovations in Education & Teaching International Innovations in Education and Teaching International is the journal of the Staff and Educational Development Association (SEDA) www.seda.ac.uk. To this end, contributions to the journal should reflect SEDA’s aim to promote innovation and good practice in higher education through staff and educational development and subject-related practices. Contributions are welcomed on any aspect of promoting and supporting educational change in higher and other post-school education, with an emphasis on research, experience, scholarship and evaluation, rather than mere description of practice. Educational development, also described as academic, faculty, staff or instructional development in some contexts, is taken to mean the activities engaged in by staff in specialist units, academic staff within departments, academic leaders and managers, those involved with quality enhancement initiatives, and others with an interest in educational change, to bring about improvements in, and a better understanding of, policy and practices of learning, teaching, assessment and curriculum development. As an international publication, contributors should both contextualise and consider the transferability of the practices and theories being examined. Innovations in Education & Teaching International is essential reading for all practitioners and decision makers who want to stay informed about the developments in education, teaching and learning.
- Innovative higher education A refereed scholarly journal of articles presenting descriptions and evaluations of current innovations in higher education that strike a balance between practice and theory.
- International Journal of Teaching and Learning in Higher Education The International Journal of Teaching and Learning in Higher Education (ISSN 1812-9129) provides a forum for higher education faculty, staff, administrators, researchers, and students who are interested in improving post-secondary instruction. The IJTLHE provides broad coverage of higher education pedagogy and the Scholarship of Teaching and Learning (SoTL) across diverse content areas, educational institutions, and levels of instructional expertise. The specific emphasis of IJTLHE is the dissemination of knowledge for improving higher education pedagogy. Electronic distribution of IJTLHE maximizes global availability.
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- Journal of Educational and Behavioral Statistics Cosponsored by the American Statistical Association, the Journal of Educational and Behavioral Statistics (JEBS) publishes articles that are original and useful to those applying statistical approaches to problems and issues in educational or behavioral research. Typical papers present new methods of analysis. In addition, critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods will be published. Papers discussing statistical techniques without specific educational or behavioral interest will have lower priority.
- Journal of Effective Teaching Welcome to the The Journal of Effective Teaching, a peer reviewed electronic journal devoted to the discussion of teaching excellence in colleges and universities. The Journal of Effective Teaching will publish two regular issues per year and possibly a special issue on a current topic. The regular issues will contain articles in two broad Content Areas: effective teaching and the scholarship of teaching. We invite contributors to share their insights in pedagogy, innovations in teaching and learning, and classroom experiences in the form of a scholarly communication. Articles which draw upon specific-discipline based research or teaching practices should elaborate on how the teaching practice, research or findings relates across the disciplines. We are particularly interested in topics addressed in the particular Content Areas described at this site, including empirical research on pedagogy, innovations in teaching and learning, and classroom experiences.
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- Journal of the Learning Sciences JLS provides a multidisciplinary forum for research on education and learning as theoretical and design sciences. It publishes research that elucidates processes of learning, and the ways in which technologies, instructional practices, and learning environments can be designed to support learning in different contexts. JLS articles draw on theoretical frameworks from such diverse fields as cognitive science, sociocultural theory, educational psychology, computer science, and anthropology. Submissions are not limited to any particular research method, but must be based on rigorous analyses that present new insights into how people learn and/or how learning can be supported and enhanced. Successful submissions should position their argument within extant literature in the learning sciences. They should reflect the core practices and foci that have defined the learning sciences as a field: privileging design in methodology and pedagogy; emphasizing interdisciplinarity and methodological innovation; grounding research in real-world contexts; answering questions about learning process and mechanism, alongside outcomes; pursuing technological and pedagogical innovation; and maintaining a strong connection between research and practice.
- Journal of the Scholarship of Teaching & Learning for Christians in Higher Education Provides a forum for the exchange of Christian scholarship related to teaching and learning, including discovery (research), integration (synthesis), application (practice), and teaching (instruction).
- Journal of University Teaching and Learning Practice The Journal of University Teaching and Learning Practice is a tri-annual, peer-reviewed journal publishing papers that add significantly to the body of knowledge describing effective and innovative teaching and learning practice in the higher education environment. The Journal aims to provide a forum for educational practitioners in a wide range of disciplines to communicate their teaching and learning outcomes in a scholarly way. Its purpose is to bridge the gap between journals covering purely academic research and more pragmatic articles and opinions published elsewhere.
- Journal on Excellence in College Teaching Covers all areas affecting teaching and learning.
- Mountain Rise: the International Journal for the Scholarship of Teaching and Learning Mountain Rise, an open, peer-reviewed, international electronic journal, is published twice a year by the Coulter Faculty Commons for Excellence in Teaching & Learning at Western Carolina University.
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- The Review of Higher Education The Review of Higher Education provides a forum for discussion of varied issues affecting higher education. The journal advances the study of college- and university-related topics through peer-reviewed articles, essays, reviews and research findings, and by emphasizing systematic inquiry--both quantitative and qualitative--and practical implications. Considered one of the leading research journals in the field, The Review keeps scholars, academic leaders, and public policymakers abreast of critical issues facing higher education today. The Review of Higher Education is the official journal of the Association for the Study of Higher Education (ASHE).
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- Studies in Higher Education The Society for Research into Higher Education is a UK-based international learned society concerned to advance understanding of higher education, especially through the insights, perspectives and knowledge offered by systematic research and scholarship. The Society aims to be the leading international society in the field, as to both the support and the dissemination of research.
- Teaching in Higher Education Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education. Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship.
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- Transformative Dialogues: Teaching & Learning Journal Covers all areas affecting teaching and learning.
Select Papers
- Small FLICS to Big Flips: A Step-by-Step Guide to Flipping Your Classroom Author Kelly, Patrick Barette-Ng, Isabelle Flipped learning is becoming an increasingly popular and researched educational practice in higher education. Current research and models provide theoretical frameworks and supporting evidence for flipped learning. Yet, the notion of flipping a classroom is daunting and many instructors do not know where or how to begin. The (Flipped Learner-Centred Interactive Classroom Strategies) FLICS model provides a practical process for designing flipped learning environments. This paper discusses flipped learning, presents FLICS along with practical implementation strategies, and attempts to answer some of the common questions and concerns when creating a flipped learning environment.
Databases
- Google Scholar This link opens in a new window To set up Google Scholar to detect UofC subscribed resources, refer to Google Scholar setup (in the Natural Sciences Programme LibGuide)
- PRISM: University of Calgary Digital Repository This link opens in a new window
- ProQuest Dissertations & Theses @ University of Calgary This link opens in a new window
- ProQuest Dissertations & Theses Global This link opens in a new window
