Collaboration in business research provides outcomes and results that are more efficient than those due to individual efforts. The integration of diverse environments and disciplines often generates creative ideas. Collaboration increases the quality of research and effectiveness of discoveries, and promotes the dissemination of knowledge. Cases of collaborative finance research in the business schools are illustrated in this study. The findings include many significant benefits in knowledge stimulation, education advancement, community connections, and other rewarding results. Benefits of collaborative research outweigh the challenges and contribute to faculty development, student education, and advancements in the field of business.
Tag: Scholarship of Teaching and Learning
The Future of Learning and Training in an Augmented Reality
Students acquire knowledge and skills through different modes of instruction that include classroom lectures with textbooks, computers, and the like. The availability and choice of learning innovation depends on the individual’s access to technologies and on the infrastructure environment of the surrounding community. In this rapidly changing society, information needs to be adopted and applied at the right time and right place to maintain efficiency in all settings. Augmented reality is one technology that dramatically shifts the timing and location of learning. This paper describes augmented reality, how it applies to learning, and its potential impact on future education.
Developing Cross-Disciplinary Competencies through College Algebra
To argue for the importance of an integrative approach to learning in introductory STEM (Science, Technology, Engineering and Mathematics) and other courses, we present a case study of a project incorporating cross-curricular skills in a college algebra course. We analyze student work on the project and responses to surveys, and find the assignment affects positively students’ mastery of specific quantitative skills, perceptions of learning, civic awareness, and sense of relevance of mathematical study. We use the analysis to suggest guidelines for designing other activities aiming to teach the whole student in introductory courses.
Accepting the Utopian Challenge: A Student Perspective
The scholarship of teaching and learning (SoTL) allows institutions to achieve the goals required for student learning and success. The purpose of this paper is to address recommendations for the implementation of SoTL that should have relevant input from students. These include, but are not limited to, better communication, evaluation, continuing education, and learning networks. With the proper implementation of these recommendations, professors can effectively teach the next generation of leaders.
Utopia University: A Faculty Member Reflects on Recommendations for the Future of SoTL
The Friction between Faculty Evaluations and Rewards: Reconsidering Teaching’s Rhetoric and Recognition
Educators know the reality and the inadequacies of current evaluation systems – there are gaps between what is defined as good teaching, how faculty members are assessed, and how they are rewarded (or not) for their work in the scholarship of teaching and learning. Student evaluations are ineffective tools to assess teachers. Educators must be given the opportunity to show their work and achievements and to develop a rich community of support, but they also must be evaluated in various formats to provide the best learning opportunities for students.
The Scholarship of Teaching and Learning: Transformation and Transgression
Chapter Five of The Scholarship of Teaching and Learning Reconsidered (2011) suggests that traditional research scholarship methodology can inform and reform the ways in which we value and evaluate teaching. The authors discuss applying research methodology as way to complete this process. This article suggests that using theoretical frames, often used in qualitative methodology, creates another way to transform perceptions of the scholarship of teaching and learning. Two theoretical frames, transformative learning and critical consciousness, are explored and applied to the author’s own teaching experiences and discipline mandates.
When Rubrics Collide: One Writing Tutor’s Experience Negotiating Faculty and Institutional Assessments
This article recounts one undergraduate writing tutor’s experience helping a fellow peer navigate an institutional assessment rubric that seemed to contrast the assessment criteria provided by the student’s instructor. This article presents a reflection on that experience, framed by Hutchings, Huber, and Ciccone’s (2011) work on institutional assessment and the scholarship of teaching and learning.
Institutional Assessment and the Intellectual Work of Teaching and Learning in First Year Composition
Institutional assessment initiatives can provide opportunities to make the intellectual work of teaching and learning in composition studies more visible. Reciprocally, the scholarship of teaching and learning’s situatedness within disciplinary norms and values can enhance institutional assessments, providing a check on the tendency to rely on singular, overly generalized mechanisms for capturing course- or program-level data. This article shares one example of the reciprocal relationship that can occur between disciplinary and institutional assessment initiatives.
Improving SoTL Programs: The Impact of a Student Sector
O’ Meara, Terosky, and Neumann (2011) revealed a need to integrate faculty teaching and learning centers with research development programs to further both individual professors’ goals of creating innovative pedagogical practices and institutional goals for faculty publication and effective decision making regarding funding allocation. This article suggests that universities implement a scholarship of teaching and learning (SoTL) or teaching-learning enhancement center (TLEC) student sector within these integrated faculty development programs. This will foster more pedagogical ideas and a more democratic institution by giving students a voice in their education while enriching the knowledge of students, faculty, and administrators.