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Peters, Ardith A.; McClatchey, Irene S. – InSight: A Journal of Scholarly Teaching, 2017
This paper addresses how professors in a Social Work and Human Services Program in the Southeastern United States include voices of the oppressed and vulnerable through art forms to develop analytical thinking to prepare human service practitioners. This pedagogical practice is based on Gardner's discussion of Multiple Intelligences. The authors…
Descriptors: Social Work, Human Services, At Risk Persons, Thinking Skills
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But, Juanita C.; Brown, Pamela; Smyth, Davida S. – InSight: A Journal of Scholarly Teaching, 2017
This paper describes the structure and activities of READ (Reading Effectively Across the Disciplines), a pilot initiative to improve students' critical reading skills, disciplinary literacy and academic success. READ employs a multimodal design that consists of faculty training in disciplinary literacy instruction and curricular enhancement,…
Descriptors: Content Area Reading, Critical Reading, Reading Skills, Academic Achievement
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Minei, Elizabeth M. – InSight: A Journal of Scholarly Teaching, 2016
This paper focuses on the parameters of a semester-long project called the "Do Good" project, geared towards developing small group communication skills in undergraduate students. This project highlights participation in a social engagement project that allows students to bridge concepts learned in small group communication lectures…
Descriptors: Undergraduate Students, Small Group Instruction, Communication Skills, Teamwork
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Oldakowski, Tim – InSight: A Journal of Scholarly Teaching, 2014
In education the linguistic is the mode most commonly assessed because it is important for students to write clear, complex pieces to show their understanding of content. However, in worlds outside of classrooms additional modes, such as visual, aural, and digital are often used to convey messages. This article demonstrates the value of multimodal…
Descriptors: Multiple Literacies, Learning Modalities, Intermode Differences, Adolescent Literature
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Saathoff, Rachael – InSight: A Journal of Scholarly Teaching, 2013
The presence of scholarship of teaching and learning (SoTL), or its absence, has greatly impacted my undergraduate studies. While professors are experts in their subject matter, they do not always know how to reach students. SoTL provides resources to address such disconnects. Just-in-time teaching (JiTT) is one example of a SoTL-informed teaching…
Descriptors: Scholarship, Teacher Effectiveness, Instructional Effectiveness, Educational Strategies
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Schwegler, Andria Foote – InSight: A Journal of Scholarly Teaching, 2013
My departure from traditional methods of teaching and assessment (i.e., lecture and close-ended exams) was prompted years ago by a "gut feeling" that has morphed into an explicit examination of my teaching practice and students' reactions to it. The scholarly approach and empirical evidence in "Teachers and Learning"…
Descriptors: Reflective Teaching, Transformative Learning, Educational Practices, Best Practices
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Atkinson, Kristin – InSight: A Journal of Scholarly Teaching, 2013
Through my college experience and my reflection on The Scholarship of Teaching and Learning Reconsidered, I have come to recognize several ideas that have greatly impacted me, my views on learning, and my actual learning. My overall experience in college has been beneficial because of the teachers who approached teaching with a more conscious…
Descriptors: Higher Education, College Faculty, College Students, Teacher Role
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Case, Kim A. – InSight: A Journal of Scholarly Teaching, 2013
As a reflection on O'Meara, Terosky, and Neumann's (2011) work on scholarship of teaching and learning (SoTL) faculty development, this essay describes the benefits of SoTL to individual faculty and university goals. In support and expansion of arguments advanced by O'Meara et al., this work calls for the use of SoTL faculty…
Descriptors: Faculty Development, Program Effectiveness, Scholarship, Educational Practices
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Miller, Angela – InSight: A Journal of Scholarly Teaching, 2013
O'Meara, Terosky, and Neumann (2011) revealed a need to integrate faculty teaching and learning centers with research development programs to further both individual professors' goals of creating innovative pedagogical practices and institutional goals for faculty publication and effective decision making regarding funding allocation.…
Descriptors: Faculty Development, Scholarship, Program Improvement, Educational Change
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Donnelli-Sallee, Emily – InSight: A Journal of Scholarly Teaching, 2013
Institutional assessment initiatives can provide opportunities to make the intellectual work of teaching and learning in composition studies more visible. Reciprocally, the scholarship of teaching and learning's situatedness within disciplinary norms and values can enhance institutional assessments, providing a check on the tendency to rely…
Descriptors: Freshman Composition, Scholarship, Instructional Effectiveness, Educational Practices
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Martin, Kelli – InSight: A Journal of Scholarly Teaching, 2013
This article recounts one undergraduate writing tutor's experience helping a fellow peer navigate an institutional assessment rubric that seemed to contrast the assessment criteria provided by the student's instructor. This article presents a reflection on that experience, framed by Hutchings, Huber, and Ciccone's (2011) work on…
Descriptors: Scoring Rubrics, Writing Evaluation, Undergraduate Students, Tutors
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Bolf-Beliveau, Laura – InSight: A Journal of Scholarly Teaching, 2013
Chapter Five of "The Scholarship of Teaching and Learning Reconsidered" (2011) suggests that traditional research scholarship methodology can inform and reform the ways in which we value and evaluate teaching. The authors discuss applying research methodology as way to complete this process. This article suggests that using theoretical…
Descriptors: Scholarship, Research Methodology, Educational Strategies, Educational Practices
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Womack, Nicole – InSight: A Journal of Scholarly Teaching, 2013
Educators know the reality and the inadequacies of current evaluation systems--there are gaps between what is defined as good teaching, how faculty members are assessed, and how they are rewarded (or not) for their work in the scholarship of teaching and learning. Student evaluations are ineffective tools to assess teachers. Educators must be…
Descriptors: Rewards, Teacher Evaluation, Professional Recognition, Scholarship
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Forrest, Krista D. – InSight: A Journal of Scholarly Teaching, 2013
The author, Krista D. Forrest, Professor of Psychology, University of Nebraska at Kearney, reports on what it would take to create a "Utopian university," a campus of the future where faculty members' scholarship of teaching and learning (SoTL) has gone on to change departments and as the departments changed, so did the institution.…
Descriptors: Reflection, Change Strategies, Scholarship, Organizational Change
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Carman, Breanna R. – InSight: A Journal of Scholarly Teaching, 2013
The scholarship of teaching and learning (SoTL) allows institutions to achieve the goals required for student learning and success. The purpose of this paper is to address recommendations for the implementation of SoTL that should have relevant input from students. These include, but are not limited to, better communication, evaluation, continuing…
Descriptors: Higher Education, College Students, Student Attitudes, Communication Skills
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