The Scholarship of Teaching and Learning in Canada E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B TL Single Issue Teaching and Learning
• Sprache: Englisch

Seitenzahl: 195

Veröffentlichungsjahr: 2016

Beschreibung

Develop effective models of practice and positively impact institutional teaching and learning quality. This volume provides examples and evidence of the ways in which post-secondary institutions in Canada have developed and sustained programs around the scholarship of teaching and learning (SoTL) that impact the institutional pedagogical climate. Topics include: * the historical development of SoTL in Canada, * institutional SoTL practices, including evidence of impact, * program design and case studies, and * continuing challenges with this work. This is the 146th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

Leseprobe

New Directions for Teaching and Learning

Catherine M. Wehlburg EDITOR-IN-CHIEF

The Scholarship of Teaching and Learning in Canada: Institutional Impact

Nicola Simmons EDITOR

Number 146 • Summer 2016

Jossey-Bass

San Francisco

THE SCHOLARSHIP OF TEACHING AND LEARNING IN CANADA: INSTITUTIONAL IMPACT Nicola Simmons (ed.) New Directions for Teaching and Learning, no. 146 Catherine M. Wehlburg, Editor‐in‐Chief

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EDITORIAL CORRESPONDENCE should be sent to the editor-in-chief, Catherine M. Wehlburg, [email protected].

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CONTENTS

From the Series Editor

Editor's Notes

Canadian Context

Case Studies

Synthesis

References

Foreword

References

1: The History of SoTL in Canada: Answering Calls for Action

The Origins of the Scholarship of Teaching and Learning

The Canadian Context

SoTL in Canada: Early Days

Development of SoTL Canada

Moving Forward

References

2: The Canadian Teaching Commons: The Scholarship of Teaching and Learning in Canadian Higher Education

The Teaching Commons

The Current Study

Understanding the Canadian Teaching Commons

Conclusion: Advancing the Teaching Commons in Canada

References

3: The Intentional Design of a SoTL Initiative

Project Development

Conducting the Project

Sharing Findings

Ongoing Improvement of the Design

Alignment of the Design with the Literature

Conclusion

References

4: The Scholarship of Teaching and Learning (SoTL) at Renaissance College (University of New Brunswick): A Case Study of SoTL at the Faculty Level

RC's Engagement with SoTL

Summary and Outlook

References

5: Developing the Scholarship of Teaching and Learning at the McMaster Institute for Innovation and Excellence in Teaching and Learning

The Establishment of MIIETL Research Fellows

Engaging Students as Co-Inquirers

Developing Priority Areas for Institute Scholarship

Conclusion

References

6: SoTL

2

: Inquiring into the Impact of Inquiry

Background

Program Description

Assessing Impact: The Study

Methods

Results

Conclusion and Future Work

References

7: Exploring the SoTL Landscape at the University of Saskatchewan

The SoTL Community at the University of Saskatchewan

Barriers and Challenges

Best Practices to Support the Scholarship of Teaching and Learning Institutionally

References

8: Reconceptualizing the Scholarship of Teaching and Learning at the University of Waterloo: An Account of Influences and Impact

Establishing the Context

Catalysts to a Shift in Approach

Reconceptualization Phase

Responding to the Influences of These Various Contexts

Contemplating Impacts

Conclusion

References

9: The Role of Small Significant Networks and Leadership in the Institutional Embedding of SoTL

Weaving SoTL into Institutional Cultures: The Williams et al. (2013) Model

Small Significant Networks and SoTL

The Importance of Dyadic Interactions

Working at the Meso Level: Emergent and Appointed leaders

Conclusion

Acknowledgments

References

10: Building Sustained Action: Supporting an Institutional Practice of SoTL at the University of Guelph

Catalyst One: Leadership Commitment

Catalyst Two: Reward and Recognition

Catalyst Three: Integrated Networks for Sustained Development

Framing Our Case

References

11: Synthesizing SoTL Institutional Initiatives toward National Impact

Considering Context

Micro-Meso-Macro-Mega Framework

Summary

Implications

Final Thoughts

Acknowledgments

References

Order Form

Advert

Index

End User License Agreement

List of Tables

Chapter 2

Table 2.1

Chapter 7

Table 7.1

Table 7.2

List of Illustrations

Chapter 3

Figure 3.1

Program Design

Chapter 6

Figure 6.1

Scholars Program Structure 2009–2013

Chapter 7

Figure 7.1

The Extent to Which Respondents Feel That Involvement in SoTL is Visible to Departmental Colleagues (Five Item Scale—1 Invisible to 5 Highly Visible)

Chapter 9

Figure 9.1

Williams et al. (2013) Model for Weaving SoTL into Institutional Cultures. (Material appears courtesy of Indiana University Press and Teaching & Learning Inquiry. All rights reserved.)

Chapter 10

Figure 10.1

Framework for Supporting SoTL at the University of Guelph

Chapter 11

Figure 11.1

SoTL Spheres

Guide

Cover

Table of Contents

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From the Series Editor

About This Publication

Since 1980, New Directions for Teaching and Learning (NDTL) has brought a unique blend of theory, research, and practice to leaders in postsecondary education. NDTL sourcebooks strive not only for solid substance but also for timeliness, compactness, and accessibility.

The series has four goals: (1) to inform readers about current and future directions in teaching and learning in postsecondary education, (2) to illuminate the context that shapes these new directions, (3) to illustrate these new directions through examples from real settings, and (4) to propose ways in which these new directions can be incorporated into still other settings.

This publication reflects the view that teaching deserves respect as a high form of scholarship. We believe that significant scholarship is conducted not only by researchers who report results of empirical investigations but also by practitioners who share disciplinary reflections about teaching. Contributors to NDTL approach questions of teaching and learning as seriously as they approach substantive questions in their own disciplines, and they deal not only with pedagogical issues but also with the intellectual and social contexts in which these issues arise. Authors deal, on the one hand, with theory and research and, on the other, with practice, and they translate from research and theory to practice and back again.

About This Volume

This volume focuses on the ways that higher education institutions in Canada have worked to develop and continue programs for the Scholarship of Teaching and Learning (SoTL). Each chapter provides information about effective SoTL models and the impact that these models have on teaching and, ultimately, student learning. As many have seen, the growth of SoTL programs has had incredibly positive outcomes for pedagogy and for improving and enhancing student learning. By providing these scholarly examples of teaching and learning, this volume gives readers the opportunity to learn about how to incorporate aspects of SoTL into institutional initiatives to improve teaching and learning.

Catherine M. WehlburgEditor in Chief

Catherine M. Wehlburg

is the associate provost for institutional effectiveness at Texas Christian University

.

Editor's Notes

The Scholarship of Teaching and Learning (SoTL) is a growing area in which postsecondary educators from any discipline investigate their teaching and their students’ learning, sharing those results with others. As McKinney (2006, 3) notes, SoTL “involves systematic study of teaching and/or learning and the public sharing and review of such work through presentations, performance, or publications.” This work thus informs scholarly teaching practice, and for some who make it public beyond their classrooms, it also builds pedagogical knowledge in and across the disciplines.

In the Canadian context, Poole, Taylor, and Thompson (2007) discussed how using scholarship of teaching and learning at various levels (institutional, disciplinary, and national) could improve postsecondary educational quality, but little work has been done to assess to what extent their recommendations have been implemented. Wutherick and Yu's chapter mapping SoTL activities in Canada makes it is clear that much SoTL is happening across the country, and in many institutions, this work is supported by grants, staff, and collaborative research groups. So far there is little evidence, however, of the impact of SoTL on teaching and learning quality at the institutional level. As Christensen Hughes and Mighty (2010, 4) have noted, “researchers have discovered much about teaching and learning in higher education, but … dissemination and uptake of this information have been limited. As such, the impact of educational research on faculty-teaching practice and the student-learning experience has been negligible.” More recently, Poole and Simmons (2013) have identified the continuing need for assessing SoTL's impact on institutional quality.

The purpose of this special issue is to provide examples and evidence of the ways in which postsecondary institutions in Canada have developed and sustained programs around the Scholarship of Teaching and Learning that impact the institutional pedagogical climate. The various chapters outline practices, include evidence of impact, and discuss continuing challenges with this work. Our hope is to thus conceptualize the work of SoTL and provide enough detail so that others may develop effective models of practice.

Canadian Context

Chapter 1, by Simmons and Poole, provides an overview of the Canadian postsecondary context, including the political structure for higher education (necessary for understanding the particular challenges in securing resources for SoTL both internal to the institution and from external sources), the types of postsecondary institutions, and a brief overview of SoTL history in Canada, including national and provincial organizations.

In Chapter 2, Wuetherick and Yu describe findings from a national survey of the professional life of SoTL scholars. Using the micro-meso-macro-mega framework, they examine the SoTL organizational culture in Canada and note how alignment of these levels helps move the SoTL forward. They advocate for leaders to champion the SoTL cause in order to advance SoTL from the micro to the mega levels.

Case Studies

Subsequent chapters present case studies from different postsecondary institutions across Canada and are organized in three sections: Program Design and Evaluation, Exploring the Impact of SoTL Initiatives, and Institutionally Networked SoTL. These sections outline the design and impact of SoTL initiatives, including how evidence of institutional impact is being collected, findings to date, and recommendations for future inquiry.

Program Design and Evaluation

In Chapter 3, Amundsen, Emmioglu, Hotton, Hum, and Xin detail the planning of an SoTL program at Simon Fraser University, British Columbia. They describe how analyzing the internal coherence and alignment of the program design and the thinking underpinning the design is the first step in evaluating effectiveness or impact. SoTL is positioned as a socially situated practice, and they note the importance of further investigating the connections amongst the levels.

In Chapter 4, Mengel describes how Rennaissance College moved SoTL forward by aligning with the larger institution's promotion and tenure policies that recognize SoTL as equivalent to disciplinary research. Mengel outlines challenges that face many institutions, such as how to keep SoTL momentum in fiscally challenging times. He argues that SoTL will only be sustainable if it is strongly anchored in the strategic plan of the faculties and the vision of their members.

Chapter 5, by Marquis and Ahmad, outlines the development of McMaster University's new SoTL institute and how that has positively supported SoTL growth on campus. Their case study presentation also highlights that support for those already moving SoTL forward to join like-minded others can multiply the impact. They also discuss how leaders can support student involvement in SoTL and they emphasize the value of aligning SoTL with institutional priorities.

Exploring the Impact of SoTL Initiatives

In Chapter 6, Miller-Young, Yeo, Manarin, Carey, and Zimmer outline perceptions of participants in their Nexen Scholars program. They note that high-level institutional support for SoTL has been critical to the institute's success. Their findings revealed a development in SoTL scholars’ perceptions of the impact of their work: Newcomers are more likely to frame the impact in individual terms, whereas more experienced SoTL scholars are more likely to consider the departmental, institutional, and disciplinary impacts.

In Chapter 7, Wuetherick, Yu, and Greer outline results of a survey of SoTL at the University of Saskatchewan. Their participants note the challenges of lack of legitimacy (SoTL is not currently tied to promotion and tenure) and time, and these are tied to how SoTL work is seen within academic departments. They also note there are discernible shifts in the culture toward being more amenable to SoTL work.

In Chapter 8, Timmermans and Ellis examine the role of the teaching and learning center in supporting SoTL and describe the shift, catalyzed by change in staff at the center, from focusing on traditionally defined SoTL toward scholarly teaching, which they found to be more inclusive of the kind of work being done on campus. They advocate an approach to SoTL that draws on the principles of starting where people are and knowing and adapting to the institutional context.

Institutionally Networked SoTL

Chapter 9, by Verwoord and Poole (University of British Columbia), focuses on how social networks of individuals can build toward an institutional movement. They provide examples of how these local networks form, how appointed leaders could identify and support them, and also how junior colleagues can benefit from being part of these networks. They advocate for paying attention to multilevel social networks, including how they form and how they can be sustained toward greater institutional SoTL impact.

In Chapter 10, Kenny, Watson, and Desmarais discuss the cultural shift that occurred as the University of Guelph placed a higher emphasis on the value of teaching and learning. They highlight the role of senior administration in clearly communicating their vision and the process needed to achieve it and in providing necessary resources for quality enhancement. They emphasize the importance of meso- or department-level supports such as community of practice networks, department-specific funding, and inclusion of graduate students in SoTL work.

Synthesis

The volume ends with Chapter 11, in which Simmons discusses what can be learned from the case studies as a group, drawing parallels and exploring distinctions and ultimately mapping recommendations for a synthesized model for creating a national context for SoTL's growth.

Nicola Simmons

References

Christensen Hughes, Julia, and Joy Mighty. 2010.

Taking Stock: Research on Teaching and Learning

. Montreal, QC and Kingston, ON: McGill-Queen's University Press.

McKinney, Kathleen. 2006. “Attitudinal and Structural Factors Contributing to Challenges in the Work of the Scholarship of Teaching and Learning.”

New Directions for Institutional Research

129(Summer): 37–50.

Poole, Gary, Lynn Taylor, and John Thompson. 2007. “Using the Scholarship of Teaching and Learning at Disciplinary, National and Institutional Levels to Strategically Improve the Quality of Post-secondary Education.”

International Journal for the Scholarship of Teaching and Learning

1(2): Article 3.

Poole, Gary, and Nicola Simmons. 2013. “Contributions of the Scholarship of Teaching and Learning to Quality Enhancement in Canada.” In

Enhancing Quality in Higher Education: International Perspectives

, edited by Ray Land and George Gordon, 118–28. London: Routledge.

Nicola Simmons

was the founding chair of SoTL Canada and is currently a faculty member in the faculty of education at Brock University in Ontario

.

Foreword

This volume of New Directions in Teaching and Learning documents the varied landscape of the Scholarship of Teaching and Learning (SoTL) in Canada. Each chapter illustrates how involvement with SoTL benefits institutions, colleagues, and students because SoTL tells “the story of teaching,” one that revolves around the pursuit of “the best ways to promote deep student learning” (Bernstein 2013, 36–37).

Even in difficult economic times, the following stories resist what O'Meara, Terosky, and Neumann identify in Faculty Careers and Work Lives (2008) as the theme of most narratives told from those inside the profession: the theme of “constraint.” With language like “‘just making it,’ ‘treading water,’ ‘dodging bullets,’ or barely ‘staying alive,’” narratives of constraint describe an environment plagued by barriers, external forces, limitations, and frustration (2). The following pages, however, depict an alternative and less frequently voiced theme in “narratives of growth” (3). These stories present people and places characterized by relationships, enrichment, commitment, agency, and professional fulfillment without ignoring the challenges for those who do, support, and advocate for SoTL (25–26).

This volume belongs on shelves across campus, not just in teaching and learning centers. Administrators and teaching staff will be able to compare their distinct contexts to those described in these pages and learn from others’ practices and responses to institutional culture. Students will see the work that's being done—often behind the scenes, from their perspectives—to promote their learning.

This volume belongs on the reading list for a Canadian summit of institutional leaders, who will brainstorm strategies for expanding the sponsorship of SoTL at and between their institutions.

This volume also belongs on the desks of provincial government officials who talk about the importance of higher education but are unaware of SoTL, the most effective on-the-ground activity that strengthens the work of the university.

It belongs on the to-do lists of other Canadian campuses, so more will share their SoTL stories.

It belongs in a stack of models for other countries to document the specific structures for SoTL (or the lack thereof) around the world.

Finally, this volume belongs in the bibliographies of the international SoTL community as we push ourselves to explore how the particularities of contexts—not just our own—affect the institutions, cultures, and practices of the scholarship of teaching and learning.

Nancy Chick

References

Bernstein, Dan. 2013. “How SoTL-active Faculty Members Can Be Cosmopolitan Assets to an Institution.”

Teaching & Learning Inquiry

1(1): 35–40.

O'Meara, KerryAnn, Aimee LaPointe Terosky, and Anna Neumann. 2008.

Faculty Careers and Work Lives: A Professional Growth Perspective

. San Francisco, CA: Jossey-Bass.

Nancy Chick

is university chair in teaching and learning; academic director of the Taylor Institute for Teaching and Learning, University of Calgary; and founding co-editor, Teaching & Learning Inquiry: The ISSOTL Journal

.

1

This chapter outlines the historical growth of the Scholarship of Teaching and Learning (SoTL) in Canada leading up to the formation of SoTL Canada and the development of this volume.

The History of SoTL in Canada: Answering Calls for Action

Nicola Simmons, Gary Poole

In this chapter, we discuss the Canadian context for the growth of the Scholarship of Teaching and Learning (SoTL), noting the structural ways in which that postsecondary education arena differs from that of other countries. We outline some key elements of the history of SoTL's development in Canada, culminating with the formation of SoTL Canada and the publication of this volume. In this chapter, we highlight successful initiatives that have been undertaken and discuss key considerations that still must be addressed in order to see SoTL develop strongly across Canada.

The Origins of the Scholarship of Teaching and Learning

In 1990, in his treatise on the four different types of scholarship that comprise academic work, Boyer introduced the notion of the Scholarship of Teaching, suggesting that teaching that contributed to others’ enlightenment was, in and of itself, scholarly work that should be seen as equivalent to the more traditional view of scholarship as disciplinary research. Over the years, learning was added to make explicit the focus on student learning. As the Society of Teaching and Learning in Higher Education (STLHE, n.d.) website defines it,

The Scholarship of Teaching and Learning (SoTL) is an emerging movement of scholarly thought and action that draws on the reciprocal relationship between teaching and learning at the post-secondary level (Boyer, 1990). An important goal of SoTL is to enhance and augment learning amongst and between individual learners by investigating the many features of discipline specific expertise and best pedagogical practice. (McKinney, 2006)

Further, as Poole and Simmons (2013, 118) note:

Hutchings and Shulman (1999) further clarify that SoTL “requires a kind of ‘going meta,’ in which faculty frame and systematically investigate questions related to student learning” (p. 13). The overall intention of SoTL is thus to improve student learning and enhance educational quality.

While Boyer put forward his notion of the scholarship of teaching in 1990, it took a few years to establish the momentum that became a movement; by the early 2000s, many institutions and even national organizations around the world supported and sometimes funded SoTL work (for example, the Carnegie CASTL program that was launched in the United States in 1998) (Hutchings, Huber, and Ciccone 2011). Early publications and collaborations and a growing sense of excitement for SoTL's potential impact led to the formation of the International Society for the Scholarship of Teaching and Learning (ISSoTL) in 2004 (see www.issotl.com/issotl15/).

The Canadian Context