Search

Over its 10-year history, many pages of Teaching & Learning Inquiry have been devoted to explorations that feature introspection. At this moment as the journal’s founding co-editors, we look at how introspection manifests itself in many ways in the scholarship of teaching and learning (SoTL). We propose a taxonomy to help us appreciate some of the forms introspection might take and explore some of the benefits and challenges inherent in committing to introspection as a value. Ultimately, we argue that introspection is a pillar of SoTL.

Editors' Introduction to Teaching & Learning Inquiry issue 4.2

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 individuals acting in isolation. Analyzing both the barriers and potential pathways to integrating SoTL into institutional cultures, the authors provide a conceptual model along with examples of practical strategies for overcoming resistance to change within institutions. The paper provides examples from a variety of different international contexts to show how incentives and other non-coercive measures can motivate faculty and administrators to weave SoTL into institutional fabrics. Drawing on social network theory and the concept of communities of practice, the paper presents a model with attendant strategies for disseminating SoTL values and practices across all three levels of postsecondary institutions: the micro, the meso, and the macro. The authors argue that for SoTL to take root in organizational cultures, there must be 1) effective communication and dissemination of SoTL activity across all levels, 2) well established social networks and links between these levels (nodes), and 3) sustained support by senior administrationThe authors conclude by suggesting ways their model could be tested.

Editors' Introduction to Teaching & Learning Inquiry issue 4.1

Editors' Introduction to Teaching & Learning Inquiry issue 5.1

Introduction to Teaching & Learning Inquiry, Volume 3, Issue 2.

An introduction to Teaching & learning Inquiry, Volume 3, Issue 1.

An introduction to volume 2, issue 2 of Teaching & Learning Inquiry

An introduction to TLI volume 2 issue 1.

Considering Canada's Tri-Council statement on the ethical conduct for research involving human subjects, we discuss some of the ethical challenges of doing research on teaching and learning in which one's own students and teaching act as the context of such scholarly activity. We advocate establishing basic principles based in the complex relationships in teaching and learning, making reference to the such issues as the potential social consequences for students of choosing not to participate in SoTL research. We propose some principles for those new to teaching and learning research to consider as part of their own ethical considerations.En ce qui concerne l'Énoncé de politique des trois Conseils : Éthique de la recherche avec des êtres humains, nous présentons les difficultés déontologiques de la recherche sur l’enseignement et l’apprentissage au cours de laquelle nos propres étudiants et notre enseignement constituent le contexte de cette activité savante. Nous prônons l’établissement de principes fondamentaux basés sur les relations complexes entre l’enseignement et l’apprentissage et faisons référence à des enjeux comme les conséquences sociales potentielles du choix des étudiants de ne pas participer à la recherche sur l’ACEA. Nous proposons des principes que les chercheurs novices pourraient intégrer à leurs propres considérations déontologiques.

The continual improvement of post-secondary education (PSE) in Canada requires at least three important elements: (1) an understanding of the forms that good teaching takes, with a focus on how these forms differ from one academic discipline to the next; (2) the use of well-collected data to inform decisions regarding constructive change, and (3) ready access to the collective body of knowledge about post-secondary teaching and learning produced across disciplines and institutions. Here, we examine these three elements, first by applying the notion of “signature pedagogies” to help understand the ways teaching differs among disciplines. Then, from institutional and national perspectives, we explore ways in which the benefit of research on the effectiveness of these pedagogies can be maximized.

Introduction to Volume 1, Number 2.