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ERIC Number: EJ1148688
Record Type: Journal
Publication Date: 2014
Pages: 6
Abstractor: As Provided
ISSN: ISSN-2167-4779
Getting Foxy: Invoking Different Magesteria in the Scholarship of Teaching and Learning
Gurung, Reagan A. R.
Teaching & Learning Inquiry, v2 n2 p109-114 2014
Higher education has seen an increase in the number of faculty conducting scholarship of teaching and learning (SoTL). Unfortunately, the momentum of this movement is somewhat thwarted by debates over which methodology should take center stage. The discussion often pitches quantitative experimentation against qualitative approaches and mistakenly represents each method as characterizing the domains of social science and the humanities, respectively. Does one methodology reign supreme? In this article I argue that not only are the humanities and the social sciences misrepresented, but both methodologies have a lot to contribute to SoTL. The social sciences and humanities, in fact, share many methodologies although they are each sometimes characterized as separate magisteria. I enumerate specific reasons why stereotypical social science methodology and that of the humanities are both useful for SoTL. I draw special attention to the time and place for statistical analyses and advocate for a "fox-like" strategy to SoTL, one that involves utilizing mixed-methods research designs, and the collection of both quantitative and qualitative evidence.
University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A