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Drane, Leslie E.; Lynton, Jordan; Cruz-Rios, Yari; Malouchos, Elizabeth Watts; Kearns, Katherine – Teaching & Learning Inquiry, 2019
In this article, we propose a new vision of educational development that reimagines how graduate instructors are socialized and professionalized in academic settings. We describe a transgressive learning community that empowers graduate instructors with tools to reveal, mitigate, and disrupt oppressive structures in higher education. Our learning…
Descriptors: Disadvantaged, Graduate Students, Mentors, Feminism
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Acai, Anita; Ahmad, Arshad; Fenton, Nancy; Graystone, Leah; Phillips, Keegan; Smith, Ron; Stockley, Denise – Teaching & Learning Inquiry, 2018
The 3M National Teaching Fellowship is a national teaching award program that has recognized over 300 teachers at more than 80 Canadian universities for their teaching excellence and outstanding educational leadership. Despite its rich, 30 plus-year history, its impact has remained largely anecdotal. In this study, we build on Hannah and Lester's…
Descriptors: Fellowships, Communities of Practice, Higher Education, Instructional Leadership
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Kravariti, Eugenia; Gillespie, Amy; Diederen, Kelly; Smart, Sophie; Mayberry, Caroline; Meehan, Alan; Bream, Danielle; Musiat, Peter; Vitoraou, Silia; Stahl, Daniel; Dyer, Kyle; Sukhwinder, Sukhi; Coate, Kelly; Yiend, Jenny – Teaching & Learning Inquiry, 2018
As internet access and use increase exponentially, pedagogical practice becomes increasingly embedded in online platforms. We report on an online initiative of engaged student learning, the peer-led, staff-assisted e-helpdesk for research methods and statistics, which we evaluated and redeveloped using the lens and guiding principles of the…
Descriptors: Higher Education, Partnerships in Education, Teaching Methods, Online Courses
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Healey, Mick; Flint, Abbi; Harrington, Kathy – Teaching & Learning Inquiry, 2016
This article reflects on a conceptual model for mapping the work that fits under the broad heading of students as partners in learning and teaching in higher education (Healey, Flint, & Harrington, 2014). We examine the nature and purpose of the model with reference to specific examples, and reflect on the potential and actual uses of the…
Descriptors: Scholarship, Instruction, Learning, Student Participation
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Werder, Carmen; Thibou, Shevell; Simkins, Scott; Hornsby, Karen; Legg, Kali; Franklin, Tawanna – Teaching & Learning Inquiry, 2016
Co-inquiry represents a distinctive relational model for partnering with students in SoTL that focuses on the process of seeking itself, and in particular, the importance of shared questions. We use case studies from two institutions to illustrate "co-inquiry" in action and highlight the importance of shared questions in changing the…
Descriptors: Inquiry, Scholarship, Instruction, Learning
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Conkling, Susan Wharton – Teaching & Learning Inquiry, 2016
Whereas most articles in this special issue demonstrate careful and close-up views of Scholarship of Teaching and Learning (SoTL) in a performing arts or humanities discipline, my approach is opposite; I look in on music teaching and learning to interrogate current conceptions of SoTL. I begin with Sloboda's cognitive explanation of music…
Descriptors: Scholarship, Instruction, Learning, Music Education
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Boose, David L.; Hutchings, Pat – Teaching & Learning Inquiry, 2016
One of the most serious challenges facing higher education today is the erosion of academic culture--a declining sense that faculty form a community whose members reflect, deliberate, and make decisions together in the name of a shared educational vision. Our experience with Gonzaga University's Scholarship of Teaching and Learning (SoTL)…
Descriptors: Scholarship, Instruction, Learning, Higher Education
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Glisson, Lane; McConnell, Shane; Palit, Mahatapa; Schneiderman, Jason; Wiseman, Cynthia; Yorks, Lyle – Teaching & Learning Inquiry, 2014
At a large, urban community college located in the Northeastern United States, a group of faculty interested in helping students assume agency in their own learning used the methodology of Collaborative Inquiry (CI) as a way to examine the factors that help or hinder this process. Unexpected was the epistemological shift they underwent as a result…
Descriptors: Urban Schools, Community Colleges, College Faculty, Two Year College Students
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Kingston, Lindsey N.; MacCartney, Danielle; Miller, Andrea – Teaching & Learning Inquiry, 2014
Human rights education is advanced as a method for promoting social responsibility, with an emphasis on promoting ideals of "global citizenship" among undergraduate students. At the same time, the practice of learning communities is widespread on college campuses for retaining freshmen and promoting student success. However, there is…
Descriptors: Social Responsibility, Communities of Practice, College Freshmen, Learner Engagement
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Parker, Jan – Teaching & Learning Inquiry, 2013
This article argues that SoTL may draw on and inform other scholarships--of discovery, application and integration--by bringing them into a classroom- and community-based scholarship of communal inquiry. In so doing, SoTL will resist teaching being regarded and evaluated as transmission and delivery of knowledge made elsewhere, reasserting the…
Descriptors: Teaching Methods, Classroom Research, Learning Processes, Educational Change
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Williams, Andrea L.; Verwood, Roselynn; Beery, Theresa A.; Dalton, Helen; McKinnon, James; Strickland, Karen; Pace, Jessica; Poole, Gary – Teaching & Learning Inquiry, 2013
This paper offers a guide for those seeking to integrate the Scholarship of Teaching and Learning (SoTL) into higher education institutions to improve the quality of student learning. The authors posit that weaving SoTL into institutional cultures requires the coordinated actions of individuals working in linked social networks rather than…
Descriptors: Social Networks, Models, Scholarship, Instruction