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Download full textLaura Cruz; Eileen Grodziak; Hillary H. Steiner – International Journal for the Scholarship of Teaching and Learning, 2024
Scholarship of Teaching and Learning (SoTL) scholars have long advocated for the inclusion of reflective writing as a legitimate form of scholarship. That said, for those instructors seeking to publish their reflective work, especially scholarly personal narratives (SPNs), there are persistent gaps between the aspirations of the field and the…
Descriptors: Scholarship, Instruction, Learning, Writing for Publication
Camarao, Joy; Din, Cari – International Journal for the Scholarship of Teaching and Learning, 2022
Our purpose in writing this scholarly personal narrative is to share our perspectives and experiences as graduate student researcher and supervisor/principal investigator implementing and studying teaching and learning reform in the laboratory component of an undergraduate exercise physiology course. We reflect on our grappling with experiential…
Descriptors: Graduate Students, Teaching Assistants, Student Research, Experiential Learning
Laura Cruz; Eileen Grodziak; Diana Botnaru; Deborah Walker; Trent W. Maurer; Alan Altany; Betty Abraham-Settles; Michelle Amos; Kimberly Bunch-Crump; Alan Cook; Heidi Eisenreich; Diana Gregory; Michael L. Howell; Ioney James; Shainaz Landge; Jane Lynes; Joyce Pompey; Brendan L. Shapiro; Allison Smith; Brenda Thomas; Felicity M. Turner; Ellen H. Williams; Robin Gerchman; Miiriam Horne; Richard Hughes; Alandra Kahl; Rebecca Layson; David X. Lemmons; Jeffrey A. Stone; Elizabeth VanDeusen; Yue Zhang – International Journal for the Scholarship of Teaching and Learning, 2023
This is a large-scale, multi-author collaborative autoethnographic study exploring the concept of building a tangible teaching commons on the example of the Scholarship of Teaching and Learning (SoTL) Commons Conference. The project organizers sought to provide a big tent and extended an invitation to attendees to respond to a series of writing…
Descriptors: Scholarship, Instruction, Learning, Conferences (Gatherings)
Manu Sharma; Peggy Shannon-Baker – International Journal for the Scholarship of Teaching and Learning, 2023
This article takes a scholarship of teaching and learning approach to improve the authors teaching about Indigenous content as non-Indigenous teacher educators. It explores how they attempted to incorporate Indigenous content and teaching practices into multicultural education classes and then reflect on how they could have improved their teaching…
Descriptors: Teacher Educators, Indigenous Knowledge, Multicultural Education, Teacher Attitudes
Baldi, Brian; Mejia, Cynthia – International Journal for the Scholarship of Teaching and Learning, 2023
Slow reading has long been viewed as a teaching technique that engages students more deeply with course readings. Little systematic research, however, has been done to understand how this pedagogical strategy works in college classrooms. This study investigated how slow reading techniques promoted deep learning among undergraduate college students…
Descriptors: Reading Instruction, Teaching Methods, Reading Strategies, Reading Skills
Catalana, Sarah Marie – International Journal for the Scholarship of Teaching and Learning, 2020
This study investigated three commonalities among pre-service teachers who demonstrated advanced reflective practice regarding fieldwork experiences: (a) creative potential; (b) honesty in confronting misconceptions of the teaching profession, and (c) fieldwork in unfamiliar settings. Forty-two pre-service teachers submitted reflective papers…
Descriptors: Predictor Variables, Reflection, Preservice Teachers, Creativity
Azam, Saiqa; Goodnough, Karen C.; Moghaddam, Alireza; Arnold, Christine; Penney, Sharon; Young, Gabrielle D.; Maich, Kimberly – International Journal for the Scholarship of Teaching and Learning, 2021
This article describes a self-study inquiry project designed and conducted by a self-study group at a Faculty of Education in an Atlantic Canadian University. The seven-member group engaged in a collaborative self-study inquiry while adopting Universal Design for Learning (UDL) principles in their teacher education practices and documented their…
Descriptors: Teacher Educators, Inclusion, Self Evaluation (Individuals), Educational Practices
Aparajita Jaiswal; Muna Sapkota; Laura Starr; Aletha Stahl – International Journal for the Scholarship of Teaching and Learning, 2024
Developing a professional STEM workforce with a high degree of intercultural competence is essential in today's globalized world.To this end, Higher Education Institutions incorporate reflection to help students make meaning of their learning experiences. In this study, we investigated the development of intercultural and teamwork skills among…
Descriptors: Teamwork, Intercultural Communication, Cultural Awareness, Sense of Community
Vaughan, Michelle; Boerum, Christopher; Whitehead, Linda S. – International Journal for the Scholarship of Teaching and Learning, 2019
Action research focuses on creating meaningful and authentic change for those involved, whether in a classroom or community. This action research study examined the perceptions and potential benefits of action research coursework within a doctoral program. Participants were a cohort of doctoral students (n=7) that participated in a graduate level…
Descriptors: Action Research, Doctoral Programs, Graduate Study, Graduate Students
Tisdell, Christopher C.; Shekhawat, Giriraj Singh – International Journal for the Scholarship of Teaching and Learning, 2019
Effective mentoring brings positive outcomes for mentees, mentors and their organizations. Modern mentoring is developing through employment of technology and thus it is important to better understand these new opportunities and their limitations. Termed as "e-mentoring", the field remains under-researched and sub-optimally theorized. In…
Descriptors: Mentors, Computer Mediated Communication, Models, Reflection
Franzese, Alexis T.; Felten, Peter – International Journal for the Scholarship of Teaching and Learning, 2017
Although interest in contemplative pedagogies has grown considerably in higher education, faculty have relatively few resources available to help them make evidence-based choices about the use of different contemplative pedagogies in particular disciplinary or course contexts. We propose adapting a framework from the Scholarship of Teaching and…
Descriptors: College Instruction, Heuristics, Undergraduate Study, Reflection
Carlson, James R. – International Journal for the Scholarship of Teaching and Learning, 2019
This qualitative study was designed as a single-case study of a small, public, teacher education program in the Midwest. The author conducted a study on the perceived role of a "critical friends group" (CFG) in the development of beginning secondary teacher candidates' understandings and practices of reflective practice. Three main types…
Descriptors: Reflective Teaching, Reflection, Friendship, Teaching Methods
Denke, Jessica; Jarson, Jennifer; Sinno, Stefanie – International Journal for the Scholarship of Teaching and Learning, 2020
A growing body of literature focused on the pedagogical relationship between information literacy (IL) and metacognition suggests that facilitating learners' reflections promotes IL learning. However, activating and assessing this relationship is difficult. This article describes a constructivist activity that models for students how to practice…
Descriptors: Information Literacy, Metacognition, Reflection, Constructivism (Learning)
Havis, Leanne R. – International Journal for the Scholarship of Teaching and Learning, 2019
This paper introduces a new integrated post-exam assessment model known as the exam autopsy. Grounded in metacognitive principles of reflective practice, students are provided with three sources of evaluative insight (from self, instructor, and peer) as they seek to analyze the root cause of their exam performance and formulate an action plan for…
Descriptors: Tests, Testing, Metacognition, Reflection
Ferguson, Sarah; Sutphin, Latanya – International Journal for the Scholarship of Teaching and Learning, 2019
Evaluating comments from pre-service STEM teachers before and after their first teaching experience, this study examines changes in pre-service STEM teachers' viewpoints regarding the most challenging aspect of teaching and the most important traits of a teacher. Pre-service STEM teachers were asked the same survey questions on the first and last…
Descriptors: STEM Education, Preservice Teachers, Teacher Attitudes, Novices
