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The scholarship of teaching and learning (SoTL) as a field invites researchers to examine their teaching practice with the goal of understanding its impact and effect on student learning (Hutchings & Shulman, 1999). Though inclusive by nature -- belonging to no discipline yet informing practice in all -- SoTL does have its own discourse, assumptions, and literature that may intimidate disciplinary scholars. This paper uses the human body as a metaphor to explain how researchers from diverse disciplines can use familiar entry points to ease their transition into SoTL. We identify and analyze parts and systems of the human and research body, revealing connections between particular disciplinary research bodies and the SoTL research body -- connections that we hope provide disciplinary scholars with the confidence they need to navigate and engage in SoTL.

Background: Pickleball has grown tremendously in recent years, yet little evidence exists regarding pickleball-related injuries. This scoping review extends current work on pickleball participation by identifying positive and negative health effects associated with the sport. We summarize how pickleball impacts the health and well-being of adult participants. Methods: Searches were conducted on MEDLINE, CINAHL, ProQuest Nursing, ERIC, SPORTDiscus, PsycINFO, Scopus, CBCA Complete, Cochrane Central Register of Controlled Trials, Cochrane Database of Systematic Reviews, and ProQuest Dissertations and Theses. Selected studies considered aspects of health and/or well-being of adult pickleball participants. Using the population/concept/context framework, participants were healthy, able-bodied adults 18 years of age or over, who had played pickleball at least once. The positive and negative outcomes of pickleball on participants' health and well-being (concept) within the context of pickleball participation were examined. Full-text articles written in English since 2013 were included. Extracted data were tabulated, and a descriptive summary with thematic analysis was completed. Results: This scoping review comprised 27 articles that met the inclusion criteria. Pickleball is promising as an exercise intervention for all adults, and there is evidence of positive social and psychological effects, and health and fitness benefits to participating in pickleball by older adults. Conclusions: Although we are still in the early stages of studying pickleball, there have been some documented health benefits of using the sport as a physical exercise intervention for adults. More research is needed on the types, prevalence, and severity of pickleball injuries and the sport's impact on younger players. [ABSTRACT FROM AUTHOR]

Though much literature describes the value of experiential and place-based learning experiences for participants, we have found little comparable literature regarding the facilitator experience. This paper provides current and future facilitators of workshops, especially those that take place outdoors, our reflections and ideas as facilitators, including tips for success. Our findings reinforce the conclusion that experiential learning can be as beneficial and transformative for facilitators as for participants, and that what we encounter during workshops parallels what students may go through in our classrooms as they learn. We identify five clear themes from facilitator reflections and encourage readers to consider leading an outdoor experiential learning sessions.

The synthetic cadaver is a high-fidelity model intended to replace or supplement other anatomy learning modalities. Academic attainment and student perceptions were examined in an undergraduate human anatomy course using a combination of plastic models and synthetic cadavers to learn lower body anatomy ("Experimental group"), compared to a Historical group who used only plastic models. Grades on an upper body test, for which both groups used only plastic models, were compared to ensure that no academic differences existed between groups (P = 0.7653). Students in the Experimental group performed better on the lower body test for which they used both plastic models and synthetic cadavers (median = 73.8% (95% CI: 72.0%-75.0%) compared to the Historical group (70.1% (95% CI: 68.3%-70.7%), P < 0.0001); however, less than half of students (49%) attributed this to the synthetic cadavers. Students' perception of laboratory resources (P < 0.0001) and learning experience (P < 0.0001) both improved with the addition of synthetic cadavers compared to using only plastic models, and 60% of students in the Experimental group agreed that the synthetic cadavers would be a key reason that they would choose that institution for undergraduate studies. This investigation showed improved student grades when plastic models and synthetic cadavers were combined, in addition to improved student perceptions of the learning experience. Results of the student questionnaires also suggested that although synthetic cadavers carry a notable up-front cost, they may be a useful recruitment tool for institutions.

We explore the advent and initiatives of teaching leadership chairs--modeled after the Canada Research Chair framework--to instill individuals or small groups of teaching leaders at various centres across the country to stimulate educational change. In its past, present, and future, we explore the grassroots of teaching leadership chairs and their spread nationwide; outline the current situation of initiatives and challenges we have experienced at our institution; and conclude with some new avenues for teaching leadership via campus-wide joint projects.

A multi-disciplinary academic unit at a Canadian university completed an evaluation of course syllabi used in its undergraduate programmes over the previous five years. This paper examines the reasons for the evaluation, the processes employed to collect and analyse the data, and how the results will be incorporated into the next steps of the overall curricula reform planned within the unit. The evaluation focused on the unit's adherence to departmental and university policies, course reading materials, experiential learning opportunities, forms of assessments (e.g. types and weighting of assignments), learning outcomes and instructor-specific policies (e.g. group work expectations, late assignments). While a summary of the results of the evaluation are provided herein, these are meant to highlight the administrative and curricular benefits and uses of the data, rather than an analysis and discussion of the results themselves.