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Showing 46 to 60 of 1,118 results
Peer reviewed
Direct linkGurung, Regan A. R.; Wilson, Janie H. – New Directions for Teaching and Learning, 2013
This chapter provides a brief history of the Scholarship of Teaching and Learning (SoTL), delineates the main audience for this volume, and presents a framework of the volume with a preview of each chapter.
Descriptors: Scholarship, Educational Research, Learning, Instruction
Dickson, K. Laurie; Treml, Melinda M. – New Directions for Teaching and Learning, 2013
Coordinating SoTL and assessment efforts strengthens the processes of inquiry, evidence, and innovation that lead to the continual improvement of student learning. Examples are provided for how to work collaboratively with colleagues to use these processes to continually inform the teaching practices within classrooms, academic programs, and…
Descriptors: Scholarship, Instruction, Learning, Tests
Bartsch, Robert A. – New Directions for Teaching and Learning, 2013
This chapter discusses how to improve validity in SoTL studies through generating appropriate measures and using designs that examine causality between an activity and students' performance. [Part II available at EJ1029365.]
Descriptors: Outcome Measures, Test Validity, Research Design, Learning Activities
Bartsch, Robert A. – New Directions for Teaching and Learning, 2013
This chapter suggests solutions to common practical problems in designing SoTL studies. In addition, the advantages and disadvantages of different types of designs are discussed. [Part I available at EJ1029363.]
Descriptors: Educational Practices, Change Strategies, Performance Factors, Design Preferences
Wilson-Doenges, Georjeanna – New Directions for Teaching and Learning, 2013
This chapter will provide potential models for analyzing learning data through a discussion of screening data and then analyzing that data using appropriate statistical techniques.
Descriptors: Models, Statistical Analysis, Statistical Data, Academic Achievement
Martin, Ryan C. – New Directions for Teaching and Learning, 2013
This chapter discusses Institutional Review Boards (IRBs) as they apply to the SoTL. Specifically, it describes when SoTL projects must receive IRB approval, why they must get IRB approval, the review process, and some special issues of concern with regard to SoTL.
Descriptors: Ethics, Accreditation (Institutions), Compliance (Legal), Scholarship
Smith, Randolph A. – New Directions for Teaching and Learning, 2013
This chapter gives reasons why writing is important, summarizes general writing guidelines common to many academic disciplines, and provides specific writing guidelines that authors should use to make their manuscripts stronger and more likely to be acceptable to editors.
Descriptors: Writing Strategies, Writing for Publication, Guidelines, Writing Processes
Christopher, Andrew N. – New Directions for Teaching and Learning, 2013
From the perspective of a journal editor and experienced author, this chapter provides counsel on the "ins" and "outs" of publishing empirical research in peer-reviewed journals.
Descriptors: Research Reports, Writing for Publication, Peer Evaluation, Journal Articles
Schwartz, Beth M.; Haynie, Aeron – New Directions for Teaching and Learning, 2013
This chapter discusses ways that faculty development and teaching centers can foster the practice of SoTL and create a campus culture where SoTL is recognized as important scholarly work.
Descriptors: Faculty Development, Teacher Centers, School Culture, Scholarship
Kanagala, Vijay; Rendon, Laura I. – New Directions for Teaching and Learning, 2013
Recently, there has been a surge of interest in employing contemplative teaching and learning practices in college classrooms. The authors define contemplative pedagogy as a teaching and learning experience that involves the learner in a participatory epistemology characterized by a deeply immersed, insightful learning experience fostered through…
Descriptors: Learning Strategies, Classroom Environment, Learning Experience, Epistemology
Magee, Rhonda V. – New Directions for Teaching and Learning, 2013
In this chapter, the author uses the phrase "contemplative practices" to encompass an array of personal and pedagogical methods that combine training in awareness and first-person epistemological approaches to knowing and being in the world. These practices include mindfulness meditation (Magee 2011). The gradual inclusion of mindfulness training…
Descriptors: Legal Education (Professions), Metacognition, Attention, Lawyers
Zajonc, Arthur – New Directions for Teaching and Learning, 2013
During the last fifteen years a quiet pedagogical revolution has taken place in colleges, universities, and community colleges across the United States and increasingly around the world. Often flying under the name "contemplative pedagogy," it offers to its practitioners a wide range of educational methods that support the development of student…
Descriptors: Higher Education, College Instruction, Educational Change, Metacognition
Britton, Willoughby B.; Brown, Anne-Catharine; Kaplan, Christopher T.; Goldman, Roberta E.; DeLuca, Marie; Rojiani, Rahil; Reis, Harry; Xi, Mandy; Chou, Jonathan C.; McKenna, Faye; Hitchcock, Peter; Rocha, Tomas A.; Himmelfarb, Josh; Margolis, David M.; Niles, Halsey F.; Eckert, Allison M.; Frank, Tana – New Directions for Teaching and Learning, 2013
Contemplative practices, which engage the subjective or "first-person" perspective, are being incorporated into systems of higher education that have traditionally relied on didactic or "third-person" approaches (Dederer 2007; Kroll 2010; Repetti 2010; Roth 2006; Shapiro, Brown, and Astin 2011; Smith 2006; Zajonc 2006). The students who are…
Descriptors: Higher Education, Teaching Methods, Educational Change, Metacognition
Sanders, Linda A. – New Directions for Teaching and Learning, 2013
As a lifelong theater artist and educator, as well as practitioner of a variety of meditative techniques, this author has been keenly interested in the potential impact of sitting meditation and other contemplative practices on acting, vocal, and movement training in college and university performing arts departments. For many years, she wondered…
Descriptors: Higher Education, Masters Programs, Fine Arts, Theater Arts
Rogers, Holly B. – New Directions for Teaching and Learning, 2013
Although there is much interest in teaching mindfulness to college students and other emerging adults, traditional methods of teaching mindfulness and meditation are not always effective for reaching this age group. Koru is a program, developed at Duke University, that has been specifically designed with the developmental characteristics of…
Descriptors: Teaching Methods, Young Adults, Developmental Studies Programs, Developmentally Appropriate Practices
