Scholarship of Learning and Teaching

Literature suggests that the processes of research engagement are profoundly transformative (Healey, Jenkins & Lea 2014; Healey, Jordan, Pell & Short 2010; Nulty, Kiley & Meyers 2009; Shephard, Trotman, Furnari & Löfström 2015; Spronken-Smith, Mirosa & Darrou 2013). Through personal engagement in the research process the student researcher is understood to be remodelled in terms of their identity, thinking and agency. There are however, fundamental transformational processes comprising of threshold concepts and troublesome knowledge that higher degree students have to work through before they are enabled to progress with their studies. Unless these thresholds of learning are crossed and the troublesome knowledge ‘managed’, students are not transformed nor empowered to move from a space of ‘becoming’ magisterial students to actually undergoing a shift in identity that moves them into a space of ‘being’ postgraduate students. This Chapter explores whether supervisors can, in a constraining context, truly create environments which will allow their students to expand their horizons.

The  general  broadening  in  recent  years  of  what  counts  as  legitimate
learning has included an interest in objects, including those from curated
collections such as artefacts, natural history specimens and archival items,
which may have complex cultural or scientific meaning in their own right.
A more sophisticated interaction with objects has been a particular focus
for  some  time  and  meshes  well  with  newer  initiatives  and  strategies.
Indeed,  it  was  a  forerunner  of  bringing  research-based  education  into
university  curricula.  These  case  studies  describe  how  students  could  be part of genuine research projects while drawing on traditionally neglected aspects of learning such as touch and direct experience. It is no artificial exercise:  Kador  and  his  colleagues  record  that  students  have  at  times corrected  mistakes  in  cataloguing,  as  well  as  reconsidering  the  ethics  of objects  often  taken  without  permission  as  colonial  curiosities.  Francis Galton  and  his  colleague  Flinders  Petrie  must  be  reckoned  with  again, given  the  provenance  of  many  of  the  objects  available  to  UCL  students on  site.  They  are  also  concerned  with  the  opposite  direction:  creating virtual versions of objects gives students the chance not just to learn, but to ‘produce’, by creating exhibition

Dalton education is the largest educational reform movement in the Netherlands. Around eighty years ago it spread throughout the world; Dalton education was found in the USA, England, Australia, Germany, the Netherlands, the Soviet Union, India, China and Japan. Today there is a revival of interest in England and Germany. We examine the origins of Dalton education by comparing the work of its founder Helen Parkhurst (1886–1973) with developments in American education towards the end of the nineteenth century. From 1870 onwards, in numerous American cities, there were experiments with alternatives for lockstep teaching, including experiments with individualised instruction, individual assignments, differentiation, self-direction, self-pacing, freedom, tutor learning and co-operation. In part, these innovations stemmed from methods that were already customary prior to the dissemination of lockstep teaching – methods which, at the onset of the twentieth century, were actually still common in rural one-room schools. The Dalton Plan proves to be not very original. Parkhurst recycled various ideas and methods which had already been developed and tried out in the preceding decades. Her pretension of having introduced something new and authentic is implausible. That raises two questions: how to explain the discrepancy between the image Parkhurst presents of her own work and the image derived from historical comparison, and how to explain the popularity of the Dalton Plan in the 1920s, given that it was not unique or particularly innovative.

Objectives: To help students: (1) think critically about how they perform gender through clothing choices; (2) recognize how different cultures define masculinity and femininity.
Courses: Communication Theory, Gender and Communication, Popular Communication, Rhetorical Theory, Visual Rhetoric

Public higher education has seen a drastic shift in the makeup of its professoriate over the last several decades. Whereas in 1975 contingent faculty made up 55% of all professors in America, that number rose to just over 75% by 2011. This disinvestment in tenured faculty has concrete consequences for the working conditions of the professoriate, given that contingent faculty often work under conditions that erode traditional practices and norms of academic life, including shared governance, academic freedom, and the exercise of peer review to name a few. My question is this: which policies, practices, or institutional arrangements have been most effective for improving the working conditions of contingent faculty on public college and university campuses?  I hypothesize that contingent working conditions will be most positive at universities and colleges that have unionized non-tenure track faculty  and whose members are actively involved, where faculty and administration have worked cooperatively for change, and where the administration has taken action to transition adjunct positions into tenure-track positions. In order to test this, I will take two cases and assess the active policies taken to address the issues of contingent faculty, followed by a discussion of each one’s manner of implementation. In the end, I hope to provide a model of the prevailing best practices alongside the most feasible manners of implementing them.

This essay proposes an alternative approach to the literature review, presenting it as a creative process of construction and self-reflection within an ecology of ideas. The transdisciplinary literature review is an opportunity to situate the inquirer in an ecology of ideas, to participate in the discourse, and to become aware of how s/he constructs her or his understanding of this ecology. This article explores how we might approach this process from a perspective of complexity, and addresses some of the key challenges and opportunities. Four main dimensions are considered: (a) inquiry-based rather than discipline-based; (b) integrating rather than eliminating the inquirer from the inquiry; (c) meta-paradigmatic rather than intra-paradigmatic; and (d) applying systems and complex thought rather than reductive/disjunctive thinking.

Purpose: The purpose of this research study is to describe important aspects of graduate student training as identified through scholarly literature. This paper identifies and discusses three components of graduate student training through the following conceptual framework: data integrity; responsible assignment of authorship and publication practices; and compliance.

Methodology: This study utilizes survey research to describe graduate student preparedness in each area identified in the conceptual framework. A survey was electronically administered to current graduate students and former students who graduated from the Masters in Public Administration program at Texas State University. Because of the descriptive nature of the project, the research employs descriptive statistics to analyze the results.

Findings: Students of the Masters in Public Administration Program at Texas State University reported they were adequately prepared in virtually all of the key areas of graduate training identified in the conceptual framework, with the exception of two sub-categories: writing data management plans and assigning co-authorship. The graduate program’s, “Notebook Method” potentially contributes to high level student-reported preparedness. However, further research is required in order to confirm this hypothesis.

Apart from John Dewey, no American educational reformer has been as internationally successful and influential as Helen Parkhurst, the founder of Dalton education. In the twenties and thirties of the twentieth century, Dalton education was spread throughout the world. There was Dalton education in America, England, Germany, the Netherlands, the Soviet Union, India, China and Japan. Particularly in the Netherlands and Japan, Dalton education has remained in existence. In recent years there has been a revival of international interest. It crops up again, for instance, in England, Germany, the Czech Republic and Slovakia, Poland and China.

The Netherlands is the country with the highest density of Dalton schools. At the moment there are four hundred, three hundred and seventy of which are elementary schools. Comprising five percent of all elementary schools, Dalton education is by far the largest educational reform movement in the Netherlands. And, contrary to Montessori, Jena Plan and Waldorf education, it is steadily on the increase: approximately one hundred schools have been founded in the past five years. The only Dalton school in America, is the school that Helen Parkhurst founded herself in 1919, and which she was subsequently to direct for more than twenty years: the Dalton School in New York. It is a renowned school. But its fame is not due to its origins as an experiment in progressive education. The Dalton School is the second most expensive private school in New York.

We begin with an account of the original practice and theory of the Dalton Plan. The first chapter is mostly historical: a concise reconstruction of the history of the development of the Dalton Plan. The second chapter characterizes the theory of the Dalton Plan based upon our interpretation of texts written by Parkhurst.

In comparison with classroom settings that are more accessible to the scrutiny of researchers and institutional monitoring, the one-to-one setting of instrumental and vocal studio teaching has been described as a 'secret garden'. The physical isolation of the music studio has deep roots within the traditions of apprenticeship and embodies aspects of conservatoire culture that are sometimes carried over into other musical styles. With a focus on higher education, this paper explores the nature and significance of isolation for the studio, alongside some of the benefits, limitations, and challenges that it offers. The authors contend that the physical disposition of the studio within the institution gives implicit support to the attitudes and assumptions that sustain traditional approaches to music performance teaching, and that making them explicit can help to open those approaches to further challenge, review and development.

The COVID-19 pandemic brought about mammoth changes to education worldwide, where typical physical classroom delivery was transitioned to 100%, globally. This presentation introduces the notion of "Pandemic Pedagogy" (PP), a temporary shift of typically face-to-face (f2f) educational delivery to an alternate form of delivery mode due to crisis circumstances. The primary objective of PP is not to re-create a robust educational ecosystem but to provide temporary access to education and instructional supports. It involves the use of fully remote teaching solutions for delivery or education that would otherwise be delivered f2f, or as blended / hybrid delivery. The intention was that teaching would return to its original classroom format once the crisis or emergency has abated. However, the issue with PP is the degree to which the accessibility of learning materials is addressed or available during Emergency Remote Teaching, and does not always provide synchronous and asynchronous teaching and learning. This presentation explains the methodology of a full institution transition from 100% f2f teaching to 100% online learning and teaching that enabled both synchronous and asynchronous learning.

Deliberate practice is important in many areas of learning, including that of learning to program computers. However, beliefs about the nature of personal traits, known as mindsets, can have a profound impact on such practice. Previous research has shown that those with a fixed mindset believe their traits cannot change; they tend to reduce their level of practice when they encounter difficulty. In contrast, those with the growth mindset believe their traits are flexible; they tend to maintain regular practice despite the level of difficulty. However, focusing on mindset as a single construct focused on intelligence may not be appropriate in the field of computer programming. Exploring this notion, a self-belief survey was distributed to undergraduate software engineering students. It revealed that beliefs about intelligence and programming aptitude formed two distinct constructs. Furthermore, the mindset for programming aptitude had greater utility in predicting software development practice, and a follow-up survey showed that it became more fixed throughout instruction. Thus educators should consider the role of programming-specific beliefs in the design and evaluation of introductory courses in software engineering. In particular, they need to situate and contextualize the growth messages that motivate students who experience early setbacks.

Student research experiences (SREs) have a significant effect on learning. Although the diversity of possible topics, demands, and outcomes makes SREs difficult to assess university-wide, many of the attitudes (motivation, beliefs, and practices) that students develop about research transcend disciplines. Just as assessing student learning attitudes in the classroom has proven important, assessing student attitudes toward research could also benefit institutions of higher education. However, no standardized means of assessing student attitudes toward research exists. This paper describes how, using educational research techniques, we have developed the Jacksonville Attitudes toward Research Survey (JARS) to fill this need. Student responses to the survey items are scored for the survey overall and for categories of similarly themed items. Administration of the survey to faculty and students with follow-up interviews has established the validity of the JARS in accomplishing its purpose, and has demonstrated the types of insight that the JARS can offer. We invite other institutions to implement the JARS as they strive to engage in and assess the effectiveness of student research and to join us in a large-scale validation study of the survey’s categories.

In the hard sciences, important motivational factors such as relevance and confidence are often not an explicit part of the design of higher education introductory courses. We describe the implementation of an instructional strategy that used a course blog to create a community of learners made of upper-level physics seminar students and non-major introductory physics students. We examine the impact of this strategy on the introductory students’ senses of relevance and confidence.

Despite the availability of several free or very inexpensive technologies, we faculty administrators seem to be behind the curve in adopting useful technologies that may help us in our complex work. This article identifies dilemmas that may be more effectively tackled with the use of Web 2.0 technologies than with traditional methods. Web 2.0 technologies encourage collaboration and participation, provide a rich user experience, and have a friendly interface. I believe these technologies may aid chairpersons in the various tasks of leading collaboratively and effectively within their departments.

A growing interest in the Scholarship of Teaching and Learning (SoTL) in higher education requires the seeking of opportunities for its development within and across disciplines and institutions. However, rewards for individual competitiveness in research publications, including the Scholarship of Teaching and Learning (SoTL), tend to discourage collaboration, which could be highly conducive to the development of SoTL. This paper proposes the value of working together in a collaborative community of enquiry (CoE) in order to take forward SoTL in higher education. We draw on Cassidy et al.'s (2008) and Christie et al.'s (2007) model of seven elements of a CoE to explore our own experience of forming a CoE emanating from an inter-institutional professional course on teaching and learning, which assisted us to collaboratively contribute to SoTL. The above model was found to be useful, but could be enhanced through an expanded perspective, incorporating the affective turn. Keywords: academic development course, community of enquiry, collaborative writing, professional development, scholarship of teaching and learning The Scholarship of Teaching and Learning (SoTL) in higher education, a concept originally coined by Boyer (1990), refers to one of a number of ways of being a scholar in academia. In order to transcend the binaries of 'the tired old teaching vs research debate' (Boyer, 1996: 131), four intertwined components of scholarship were proposed, in order to give scholarship a broader, more expansive meaning. The four functions of academic work according to Boyer (1990) include the scholarship of discovery, which is closest to the conventional concept of research and involves the discovery of new knowledge (investigation and enquiry); the scholarship of integration, where the meanings of knowledge are interpreted and integrated into disciplinary, inter-disciplinary and larger contexts; the scholarship of application-the application of knowledge to the social context and finally the scholarship of teaching, a communal act of sharing knowledge which is crucial to 'keeping the flame of scholarship alive' (Boyer, 1996: 132).

This chapter explores the strong relationship that exists between object-based learning and research-based education. Object-based learning as applied here prioritises interaction with museum objects to enhance critical thinking and key skills in university learners. Research-based education is focused on the students themselves engaging in the process and practice of primary research, rather than teachers imparting their research through their teaching. Our three case studies taken from current teaching at University College London (UCL) demonstrate how object-based learning using museum objects can be used effectively within research-based curricula. In this context this article responds to UCL’s Connected Curriculum initiative which will see a gear-change in teaching and learning at the University – one that prioritises holistic degree programmes with research practice and teacher-student collaboration at their core.

To what extent do higher education regulators and quality agencies need to assess the level of scholarship in universities and other
higher education providers? To answer this question, we need to address the following issues: What is scholarship and why does it need
to be upheld? Does it feature in higher education quality standards and codes, and how would an agency go about assessing the level of
scholarship? Scholarship is an essential dimension of a higher education learning environment based upon the educational theory of
constructivism. Constructivism leads us to a concept of higher education based on the common pursuit of knowledge through inquiry.
If the prime role of teachers is to stimulate and support student learning through inquiry, then it follows that they must be continually
engaged in inquiry themselves. Agencies can take a risk-based approach to testing the level of scholarship in higher education providers,
which will not normally be necessary for low-risk providers.

ABSTRACT How can young musicians best prepare for the real world? In a changing global marketplace and transformed music and creative sectors, in an age of information overload, what are the key issues and skills on which emerging artists need to focus? How have recent changes in the industry affected professional opportunities? With the linking theme of exploring one’s professional identity, this book is the only music career guide offering a truly international perspective, essential for creative professionals collaborating online with projects, colleagues and audiences worldwide. Leading authors from the United States, Canada, the United Kingdom, Europe and Australia explore key issues for musicians: identity formation, lifelong learning, transitions into and between work, entrepreneurship, changing workplaces, and musicians’ connections with society. The authors’ contributions are enhanced by discussion of work opportunities, education and training in their respective countries, especially useful for musicians interested in study and work abroad. Practical information, perspectives and examples in Part I of the volume are complemented by the resources in Part II, written specifically for use with emerging musicians and those seeking career advice. Part II features practical exercises for career planning and exploration, for goal setting, and for developing networking and project management skills. The 35 reproducible tools are presented in an engaging format for use with individuals and groups. For people interested in music education and training, career planning, professional survival, and helping musicians realise their dreams of success, this book is an essential resource.

Distance education is constantly evolving and improving. To stay current, effective online instructors must utilize the most innovative, evidence-based teaching methods available to promote student learning and satisfaction in their courses. One emerging teaching method, referred to as blended online learning (BOL), involves collaborative education across multiple university settings. In this article, we describe an inter-university educational collaboration designed to connect students from various academic institutions using the BOL teaching method. The article begins with an overview of the theoretical framework that informs the BOL method, followed by an overview of the method and its key components. Benefits of this collaborative learning effort to students, educators, universities, and the profession are also provided. The article culminates with implications for using the BOL method with rehabilitation educators, including collaborative teaching tips for working in educator a...

"This presentation will view the Harry Potter series from the perspective of the scholarship of teaching and learning, focusing specifically on the ways in which the books highlight the diversity of learning and teaching styles, privilege active experiential learning and problem solving over passive rote learning, and emphasize the benefits of collaboration over competition in a learning environment.

I will illustrate these themes in the books through an analysis of the learning styles and significant learning experiences of four major student characters—Hermione Granger, Harry Potter, Ron Weasley, and Neville Longbottom—and an analysis of the teaching styles and pedagogy of Professors Dumbledore, Snape, Slughorn, McGonagall, Lupin, Moody, Binns, Hagrid, Sprout, Trelawney, Grubbly-Plank, and Umbridge as well as of Harry Potter himself. These analyses will illustrate that a pedagogical approach such as active or experiential learning is only successful when coupled with a supportive, non-threatening, non-competitive learning environment in which risk-taking is rewarded. For example, Professors McGonagall, Lupin, Moody, Hagrid, Slughorn, Snape, Sprout, Grubbly-Plank, and Trelawney all use active, experiential learning techniques in their classes, but most students learn more and most easily with Professors Lupin, Flitwick, and Sprout because they don’t intimidate, humiliate, explicitly rank, risk injuring, or condemn the ideas and censure the input of their students.

I will also make some observations about how we might apply the pedagogical lessons from Harry Potter to our own classrooms so that all students, not just those like Hermione Granger, can achieve academic success.

Works Consulted
Bain, Ken. What the Best College Teachers Do. Cambridge, Harvard UP, 2004.
Bixler, Andrea. "What We Muggles Can Learn about Teaching from Hogwarts." Clearing House 84.2 (2011): 75-79. Academic Search Complete. EBSCO. Web. 12 June 2011.
Booth, Margaret Zoller, and Grace Marie Booth. "Tips from Harry Potter for American Schools." Education Digest 69.6 (2004): 4-11. Academic Search Complete. EBSCO. Web. 13 June 2011.
Conn, Jennifer J. "What Can Clinical Teachers Learn from Harry Potter and the Philosopher's Stone ?." Medical Education 36.12 (2002): 1176-1181. Academic Search Complete. EBSCO. Web. 12 June 2011.
Dickinson, Renee. "Harry Potter Pedagogy: What We Learn about Teaching from J.K. Rowling." The Clearing House. Washington, DC: Heldref Publications, July/August 2006. 240 - 244. Academic Search Complete. EBSCO. Web. 12 June 2011.
Leamnson, Robert. Thinking About Teaching and Learning: Developing Habits of Learning with First Year College and University Students. Sterling, Virginia: Stylus, 1999.
McDaniel, Kathryn N. "Harry Potter and the Ghost Teacher: Resurrecting the Lost Art of Lecturing." History Teacher 43.2 (2010): 289-295. Academic Search Complete. EBSCO. Web. 12 June 2011.
Weimer, Maryellen. Learner-Centered Teaching: Five Key Changes to Practice. San Francisco: Jossey-Bass, 2002."

ABSTRACT This paper reflects on the geography of Australian educational research in the context of the ERA 2010 and 2012 assessments results. These results reflect significant changes to the nature of educational research over the past decades, where this research is conducted and by whom. We recap the historical changes to the formation of educational institutions and their impact on research outputs to demonstrate that interdisciplinary work is growing in a context where there has been a shift in research outputs away from the traditional area of school education. The ERA results demonstrate a high level of research activity in the intersections between previously distinct discipline areas, particularly in the scholarship of teaching and learning. The future of ERA itself is addressed in order to propose interventions that might make a difference to an ecology that is anchored in traditions and tends towards inertia. Finally, we argue that efforts by universities to build research capacity are likely to continue to be competitive, to focus on the individual rather than on departments and schools, and to be subject to an increasingly pervasive culture of accountability. Against this discourse of accountability, and an accompanying loss in autonomy and creative ‘think-time’, we propose that academics in education actively engage in a community of research. We conclude with interventions designed to build a high-quality, analytical and theoretically intensive research culture to underscore educational research in Australia.

This paper explores theories of transformative learning in the context of research-informed practice in the domains of education for sustainable development (ESD), internationalisation and citizenship. The research process draws on structured discussions from a national conference, organised by the authors, as an evidence- base. The conference comprised 80 multi-disciplinary experts from research, teaching and practice in education, transformative learning, ESD, internationalisation and citizenship within the higher education sector. The paper shares the action research process and aspires to extend critical reflection on transformative learning from the trigger (conference) event in a way that could be used in staff development and personal practice. This research explored reflections among the conference participants on how transformative learning is defined, how it might be researched, and the implications for research-informed teaching and learning in higher education. Particular attention is given to the role of students, staff and different contexts to learning. Recurrent themes from the participant discussions were the contested nature of transformative learning and issues like: how transformative learning can be facilitated at institutional level; whether assessment was antithetic to the nature of transformative learning; and how ESD, internationalisation and citizenship might provide positive test beds for research-informed teaching around transformative learning.

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The authors investigated key paradigms driving contemporary SoTL research by analysing a sample of 84 SoTL articles published in two, highly ranked education journals. The authors identified the paradigm underpinning each article by looking at the stated or implied intent of the article’s authors, the drivers of their research (axiology), the nature of the knowledge/understanding developed from their research (epistemology), the literature and methods used, and the outcomes of their work. As a result of this exercise, the Neo-Positivist Inductive Mode emerged as the dominant paradigm in both journals, accounting for 60 percent of the papers in the combined sample. These findings are discussed in terms of their application to future SoTL research.

Critical self-evaluation is essential for academic programs to be successful. This study addresses institutional efforts at the University of Central Florida (UCF) to involve criminal justice program alumni and internship community partners in curriculum assessment. This cooperative model was formulated to better understand how expectations and outcomes relate to program improvement with an eye toward ultimately increasing graduates’ chances at success in employment. It utilizes focus group and survey methodology as means to ascertain curriculum concerns, expectations, and satisfaction. Both qualitative and quantitative measures are used.

SOTL has an originary moment and a well-rehearsed history. It has been constructed as  an  approach  to  understanding  teaching  and  learning  with  a  focus  on  reflective practice  to  improve  practice  and  student  learning,  but  it  excludes  sociocultural influences. This paper argues that by concentrating on the ‘classroom’, and cognitive measures  of  success,  SOTL  conforms  to  a  Western  view  of  what  is  valuable  in education.  This  instrumentalist  perspective  allows  the  process  of  SOTL  to  seem universally  applicable.  It is  argued  that  this  instrumentalist  approach  is  a  black-box perspective,  analogous  to  the  black  box  of  the  mind  seen  in  behaviourism.  Using Chakrabarty’s notion of “provincializing Europe”, some structural elements of SOTL history  are  analysed  with  an  eye to  provincialising  SOTL.  Following  this,  a  personal teaching experience across two cultures is described to demonstrate the inability of SOTL  to  comprehend  the  behaviour  of  students  across  different  cultures  without providing more contextual information. Differences between East Asian and Western views of cognition are presented to suggest that cultural differences in conceptions of learning have a significant effect on what happens in the classroom. In conclusion, if SOTL is to be meaningful internationally, it needs both to embrace and be explicit about sociocultural influences and, crucially, it needs to be decentred from Western hegemonic practice.