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Showing 46 to 60 of 88 results Save | Export
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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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Jaafar, Reem; Baishanski, Yelena – InSight: A Journal of Scholarly Teaching, 2012
To argue for the importance of an integrative approach to learning in introductory STEM (Science, Technology, Engineering and Mathematics) and other courses, we present a case study of a project incorporating cross-curricular skills in a college algebra course. We analyze student work on the project and responses to surveys, and find the…
Descriptors: Introductory Courses, Algebra, Interdisciplinary Approach, College Mathematics
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Lee, Kangdon – InSight: A Journal of Scholarly Teaching, 2012
Students acquire knowledge and skills through different modes of instruction that include classroom lectures with textbooks, computers, and the like. The availability and choice of learning innovation depends on the individual's access to technologies and on the infrastructure environment of the surrounding community. In this rapidly changing…
Descriptors: Computer Uses in Education, Computer Simulation, Visual Aids, Technology Integration
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Kao, Robert – InSight: A Journal of Scholarly Teaching, 2012
Collaboration in business research provides outcomes and results that are more efficient than those due to individual efforts. The integration of diverse environments and disciplines often generates creative ideas. Collaboration increases the quality of research and effectiveness of discoveries, and promotes the dissemination of knowledge. Cases…
Descriptors: Business, Student Research, Cooperation, Educational Quality
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Radda, Hank – InSight: A Journal of Scholarly Teaching, 2012
Demands of the modern workforce, coupled with rapid advances in educational technology, have created a new paradigm of doctoral learning. No longer designed with the traditional academic in mind, doctoral education has expanded to accommodate the expectations, demands, and expertise of working professionals. Simultaneously, traditional academic…
Descriptors: Doctoral Programs, Nontraditional Education, Adult Students, Adult Learning
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Alexander, Mark; Taylor, Caroline; Greenberger, Scott; Watts, Margie; Balch, Riann – InSight: A Journal of Scholarly Teaching, 2012
This article presents the authors' reflective annotations on becoming a scholar. This paper begins with a discussion on socialization for teaching, followed by a discussion on socialization for service and sense of belonging. Then, it describes how the doctoral process evolves. Finally, it talks about adult learners who pursue doctoral education.
Descriptors: Socialization, Doctoral Programs, Adult Education, Adult Learning
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Liu, Jeanny; Olson, Deborah – InSight: A Journal of Scholarly Teaching, 2011
Students often struggle with how to translate textbook concepts into real-world applications that allow them to personally experience the importance of these concepts. This is an ongoing challenge within all disciplines in higher education. To address this, faculty design their courses using methods beyond traditional classroom lectures to…
Descriptors: Feedback (Response), Problem Based Learning, Experiential Learning, Course Content
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Durso, Maria C. – InSight: A Journal of Scholarly Teaching, 2011
In this reflective piece, an adjunct instructor narrates her experience with institutional efforts to encourage faculty to become better instructors through exposure to and engagement in the Scholarship of Teaching and Learning (SoTL). Institutions of higher education can find it difficult to draw faculty out of their instructional status quo. Of…
Descriptors: Colleges, Adjunct Faculty, Part Time Faculty, Instructional Improvement
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