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…
Continue reading →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.
Continue reading →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…
Continue reading →Through my college experience and my reflection on The Scholarship of Teaching and Learning Reconsidered, I have come to recognize several ideas that have greatly impacted me, my views on learning, and my actual learning. My overall experience in college has been beneficial because of the teachers who approached teaching with a more conscious effort…
Continue reading →The presence of scholarship of teaching and learning (SoTL), or its absence, has greatly impacted my undergraduate studies. While professors are experts in their subject matter, they do not always know how to reach students. SoTL provides resources to address such disconnects. Just-in-time teaching (JiTT) is one example of a SoTL-informed teaching assignment that can…
Continue reading →Students’ perceptions of assessment used within the learning environment greatly influence their approach to learning. Therefore, this study aims to explore whether various student or course characteristics (age, gender, course format) impact perceptions regarding effectiveness of assessment type (e.g., exam, participation, presentation) and question format. As faculty develop their courses they may wish to consider…
Continue reading →This article reports on a study that investigated student perceptions of the effectiveness of collaborative mapping as a teaching strategy to facilitate interdisciplinary learning. Forty-five students enrolled in an introduction to interdisciplinary studies course participated in the study. Qualitative data, collaborative maps and student evaluations were analyzed using content and thematic analysis. Findings provide new…
Continue reading →This multiple descriptive case study explores how university students responded to their Business Communications course’s transitioning to an emergency remote course during the spring semester of 2020. Thirty-nine students completed an end-of-semester questionnaire that recorded their impressions of learning and course satisfaction. Nine of those students also participated in semi-structured interviews about these topics. The…
Continue reading →Following the global pandemic, educators relied heavily on live videoconferencing options and online meeting spaces to host class in lieu of traditional, in-person classroom learning. Yet, exhaustion and Zoom fatigue fueled a lack of engagement in such online spaces, while simultaneously the need for more informal connection to support learners’ emotional well-being emerged. This study…
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