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DeChenne-Peters, Sue Ellen; Sargent, Elizabeth; Mateer, Scott C.; Machingura, Marylou; Zettler, Jennifer; Ness, Traci; DeMars, Geneva; Cannon, Sherri; Broftt Bailey, Jennifer – International Journal for the Scholarship of Teaching and Learning, 2022
Course-based undergraduate research experiences (CUREs) incorporate authentic research instead of confirmatory exercises into laboratory courses. Following the COVID-19 pandemic, there has been a general shift in instructional modalities from face-to-face (F2F) towards hybrid and online teaching. Student impacts caused by the abrupt shift to…
Descriptors: Undergraduate Students, Student Research, Conventional Instruction, Blended Learning
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Scott, Heather; Huffling, Lacey – International Journal for the Scholarship of Teaching and Learning, 2022
Immersive professional development is often used to provide teachers first-hand experience in developing place-based curricula. Knowing this, we had carefully crafted such a professional development for our participants to learn how to engage their students in local watershed research and ecology. However, following year one of a two-year…
Descriptors: COVID-19, Pandemics, Online Courses, School Closing
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Maurer, Trent W. – International Journal for the Scholarship of Teaching and Learning, 2022
The COVID-19 pandemic necessitated unprecedented changes to teaching and learning in higher education. SoTL-active faculty were uniquely positioned to leverage their knowledge and expertise to improve teaching and learning during the pandemic not only in their own courses, but through a knowledge mobilization approach also in broader contexts…
Descriptors: COVID-19, Pandemics, Higher Education, College Faculty
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Botnaru, Diana; Maurer, Trent W.; Langdon, Jody – International Journal for the Scholarship of Teaching and Learning, 2022
The purpose of this study was to investigate the state of the Scholarship of Teaching and Learning (SoTL) at our institution, including SoTL perceptions, engagement and impact. A link to an online anonymous survey (31 questions) in Qualtrics was distributed to all academic units.The final sample consisted of 90 faculty and administrators from a…
Descriptors: Scholarship, Instruction, Learning, College Faculty
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Sargent, Elizabeth; Shaikh, Abid; Marriott, Karla Sue; Porter, Taysia; Cannon-Rech, Dawn N.; Landge, Shainaz M. – International Journal for the Scholarship of Teaching and Learning, 2022
The primary objective of the Remote Mentoring of Undergraduate Research Students (ReMentURS) workshop series is to design a remotely available professional development training that will provide rigorous research concept and skills introduction to incoming undergraduate research students. This pilot run eight-week remote learning workshop series…
Descriptors: Mentors, Undergraduate Students, Student Research, Workshops
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Merchán Tamayo, Jully Paola; Rocchi, Meredith; Lennox Terrion, Jenepher; Beaudry, Simon – International Journal for the Scholarship of Teaching and Learning, 2022
The course syllabus serves as an important first contact between professors and students in university courses and the language used in a syllabus can influence students' first impressions of the professor and expectations for the course. Existing research in Self-Determination Theory has shown that autonomy-supportive language leads to increased…
Descriptors: Course Descriptions, Teacher Student Relationship, Independent Study, Student Attitudes
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McEwan, Michael P. – International Journal for the Scholarship of Teaching and Learning, 2022
The concept of Scholarship of Teaching and Learning (SoTL) is now being increasingly used as a tool to evidence excellence in teaching (Hutchings & Shulman, 1999; Kreber, 2002), support for academic promotion (Hutchings et al, 2011) and professional recognition within UK Higher Education (UKPSF, 2011). However, SoTL is not yet fully embedded…
Descriptors: Scholarship, Instruction, Learning, Foreign Countries
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Calderwood, Kimberly A.; Kvarfordt, Connie L. – International Journal for the Scholarship of Teaching and Learning, 2022
The COVID-19 pandemic led to the necessity for many services to transition from in-person to online, including teaching in higher education and continuing education venues. This shift raised important pedagogical questions that have not yet been explored in the scholarship of teaching and learning literature. This study explored the experiences of…
Descriptors: Foreign Countries, Electronic Learning, Distance Education, Safety
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Mason, Matthew J.; Gayton, Angela M. – International Journal for the Scholarship of Teaching and Learning, 2022
Cambridge undergraduates have regular active-learning opportunities in small-group tutorials, in which they solve problems and discuss ideas based on course material. Would they see any value in performing similar tasks in flipped-classroom settings, or would they regard the introduction of a second active-learning modality as redundant? Following…
Descriptors: Foreign Countries, Active Learning, Flipped Classroom, Undergraduate Students
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Hansen, Svanhild B.; Virden, Thomas – International Journal for the Scholarship of Teaching and Learning, 2022
Objective: To measure the level of burnout among graduate students in health professional programs. A comparative analysis was used to explore differences in burnout scores among the participating programs. Methods: The Copenhagen Burnout Inventory (CBI) was distributed to students at two Universities with a focus on health professional…
Descriptors: Burnout, Graduate Students, Allied Health Occupations Education, Gender Differences
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Shaw, Denise – International Journal for the Scholarship of Teaching and Learning, 2022
The objective of this article is to present the findings of video recorded communication between candidates in a graduate initial teaching licensure (GITL) program and peers during simulated micro-teaching across three consecutive seminar quarter. The micro-teaching activity combines conventional face-to-face interaction, video micro-teaching,…
Descriptors: Teaching Methods, Microteaching, Video Technology, Preservice Teacher Education
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Holubek, Vesna; Alenius, Pauliina; Korhonen, Vesa; Al-Masri, Nazmi – International Journal for the Scholarship of Teaching and Learning, 2022
This qualitative study explores teaching and learning cultures in the context of a community-oriented pedagogical development process initiated during Finnish-Palestinian transnational cooperation. Research data include focus group interviews and texts produced during a pedagogical training program with Palestinian university instructors. The…
Descriptors: Foreign Countries, College Faculty, College Instruction, Faculty Development
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Wilson-Mah, Rebecca; Axe, Jo; Childs, Elizabeth; Hamilton, Doug; Palahicky, Sophia – International Journal for the Scholarship of Teaching and Learning, 2022
Communities of practice (CoPs) can provide opportunities for diverse and inclusive groups to convene, share, collaborate, and support others. Using a self-study research approach combined with a visual research method, this study explores both scholarly and practice-based insights to describe the anticipated attributes of a high functioning CoP…
Descriptors: Communities of Practice, Scholarship, Instruction, Learning
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Loo, Daron B.; Imperia, Rowland Anthony – International Journal for the Scholarship of Teaching and Learning, 2022
Despite the growing movement to embrace sociomaterial approaches to feedback practices (e.g. Gravett, 2020), dialogicity remains the prominent and dominant approach, especially in the teaching of introductory or compulsory writing courses at the tertiary level. To examine this in our own practice, we reflected on and compared our written…
Descriptors: Writing Instruction, Writing Evaluation, Feedback (Response), Higher Education
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Rooks, Ronica N.; Scandlyn, Jean; Pelowich, Krysta; Lor, Sabrina – International Journal for the Scholarship of Teaching and Learning, 2022
Academics are challenged to shift from traditional lecture models to accommodate rising student expectations, digital delivery platforms, and inclusive evidence-based classroom practices. As a solution, co-teaching can add value to undergraduate students' and faculty's learning and problem-solving skills. We investigated effective co-teaching…
Descriptors: Team Teaching, Interdisciplinary Approach, Higher Education, Educational Practices
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