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Erin Spicer; Matthew Ramer – Canadian Journal for the Scholarship of Teaching and Learning, 2023
Structured oral examinations (SOEs) result in higher test scores than traditional written assessments, but there lacks reproducible quantitative evidence supporting knowledge acquisition and retention. A modified SOE--called the One2One--whereby students present prepared answers to an instructor was evaluated for effectiveness in large classes…
Descriptors: Tests, Academic Achievement, Outcomes of Education, College Science
Flournoy, Ellen L.; Bauman, Lauren C. – Canadian Journal for the Scholarship of Teaching and Learning, 2021
As program-level assessment increasingly becomes an integral part of the higher-education landscape, so does the debate regarding the efficacy of current assessment methods. Traditionally, students do not participate in assessment--neither of their own learning nor of institutional or program efficacy. Our assessment process presents an…
Descriptors: Self Evaluation (Individuals), College Students, Program Evaluation, College Programs
Normandeau, Magdalen; Kolomitro, Klodiana; Maher, Patrick T. – Canadian Journal for the Scholarship of Teaching and Learning, 2020
The path to publication is often long, emotional, and bewildering. We share key insights from our experience as authors, educators, and members of the editorial board with The Canadian Journal for the Scholarship of Teaching and Learning that we hope will help authors better understand and navigate the path to publication. In writing a compelling…
Descriptors: Writing for Publication, Scholarship, Instruction, Learning
Simmons, Nicola; Taylor, K. Lynn – Canadian Journal for the Scholarship of Teaching and Learning, 2019
The gap between the practice of individual academics based on the ideal of the SoTL--improving student learning--and the institutional infrastructure and leadership to support that work is an ongoing challenge to the development of the field (Hutchings, Huber, & Ciccone, 2011; Poole, Taylor, & Thompson, 2007; Simmons, forthcoming). To…
Descriptors: Scholarship, Instruction, Learning, Educational Theories
Schnurr, Matthew A.; Taylor, Alanna – Canadian Journal for the Scholarship of Teaching and Learning, 2019
In 2016, Dalhousie University's Research Ethics Board created an interdisciplinary working group to identify the key ethical challenges of SoTL research, with the overarching aim of recommending best practices and communicating these to researchers in order to support and expand the conduct of ethically sound SoTL research. This essay reflects on…
Descriptors: Educational Research, Ethics, Research Committees, Scholarship
Paulson, Elan N.; Campbell, Nicole – Canadian Journal for the Scholarship of Teaching and Learning, 2018
University programs that prepare graduates for professional fields are adopting ePortfolios to achieve program learning goals and promote lifelong learning. However, various structural and cultural barriers exist to implementing ePortfolios, particularly in large universities. Members of a community of practice (CoP) that participate in…
Descriptors: Foreign Countries, Electronic Publishing, Portfolios (Background Materials), Cultural Differences
Mueller, Robin A.; Bair, Haboun – Canadian Journal for the Scholarship of Teaching and Learning, 2018
ePortfolio has become a popular pedagogical tool on the higher educational landscape, often referred to as a "high impact practice" that has the potential to generate transformative learning experiences. After reflecting on our educational development consultations and undergraduate teaching practices with ePortfolio, we identified areas…
Descriptors: Foreign Countries, Portfolios (Background Materials), Self Evaluation (Groups), Comparative Analysis
McGinn, Michelle K. – Canadian Journal for the Scholarship of Teaching and Learning, 2018
Despite now long-standing recognition of the value and importance of the scholarship of teaching and learning, questions continue to be raised about how to satisfy the hybrid responsibilities of teaching and research. The key message of this paper is that instructor-researchers, educational developers, and research ethics personnel should consider…
Descriptors: Foreign Countries, Scholarship, Instruction, Learning
Klodiana Kolomitro; Laverty, Cory; Stockley, Denise – Canadian Journal for the Scholarship of Teaching and Learning, 2018
With the growing interest in educational research across post-secondary campuses, it is useful to identify the specific supports that best enable Scholarship of Teaching and Learning (SoTL) initiatives. This paper documents a picture of SoTL interests and supports at one institution through survey and semi-structured collaborative interview data.…
Descriptors: Scholarship, Instruction, Learning, Educational Research
Miller-Young, Janice E.; Anderson, Catherine; Kiceniuk, Deborah; Mooney, Julie; Riddell, Jessica; Schmidt Hanbidge, Alice; Ward, Veronica; Wideman, Maureen A.; Chick, Nancy – Canadian Journal for the Scholarship of Teaching and Learning, 2017
Scholarship of teaching and learning (SoTL) scholars, including those who are not in formal positions of leadership, are uniquely positioned to engage in leadership activities that can grow the field, influence their colleagues, and effect change in their local contexts as well as in institutional, disciplinary, and the broader Canadian contexts.…
Descriptors: Scholarship, Instruction, Learning, Higher Education
Vander Kloet, Marie; Frake-Mistak, Mandy; McGinn, Michelle K.; Caldecott, Marion; Aspenlieder, Erin D.; Beres, Jacqueline L.; Fukuzawa, Sherry; Cassidy, Alice; Gill, Apryl – Canadian Journal for the Scholarship of Teaching and Learning, 2017
An increasingly large number of courses in Canadian postsecondary institutions are taught by contingent instructors who hold full- or part-time positions for contractually limited time periods. Despite strong commitments to advancing teaching and learning, the labour and employment conditions for contingent instructors affect the incentives and…
Descriptors: Scholarship, Instruction, Learning, Foreign Countries
Openo, Jason A.; Laverty, Cory; Kolomitro, Klodiana; Borin, Paola; Goff, Lori; Stranach, Matthew; Gomaa, Nahla – Canadian Journal for the Scholarship of Teaching and Learning, 2017
This paper argues a divide exists between quality assurance (QA) processes and quality enhancement, and that the Scholarship of Teaching and Learning (SoTL) can bridge this divide through an evidence-based approach to improving teaching practice. QA processes can trigger the examination of teaching and learning issues, providing faculty with an…
Descriptors: Scholarship, Instruction, Learning, Educational Improvement
Acai, Anita; Akesson, Bree; Allen, Meghan; Chen, Victoria; Mathany, Clarke; McCollum, Brett; Spencer, Jennifer; Verwoord, Roselynn E. M. – Canadian Journal for the Scholarship of Teaching and Learning, 2017
Partnerships with students are considered one of the principles of good Scholarship of Teaching and Learning (SoTL) practice. However, not all partnerships are equally successful. What characteristics are common to successful partnerships and what preparatory elements can lead toward more successful partnerships? In this article, our team of…
Descriptors: Teacher Student Relationship, Partnerships in Education, Scholarship, Instruction
Kenny, Natasha; Popovic, Celia; McSweeney, Jill; Knorr, Kris; Hoessler, Carolyn; Hall, Shirley; Fujita, Nobuko; El Khoury, Eliana – Canadian Journal for the Scholarship of Teaching and Learning, 2017
There has been growing discourse related to the importance of the scholarship of educational development (SoED), but less discussion related to clearly defining principles for guiding engagement in SoED or contextualizing SoED within literature related to the scholarship of teaching and learning (SoTL). Expanding upon Felten's (2013) principles…
Descriptors: Scholarship, Instruction, Learning, Educational Development
De Courcy, Eileen; Loblaw, Tim; Paterson, Jessica; Southam, Theresa; Wilson, Mary M. – Canadian Journal for the Scholarship of Teaching and Learning, 2017
Following collaborative discussion and an initial literature review, a small group of college educators from three Canadian provinces, occupying roles at the micro, meso, and macro levels of their respective institutions, identified the need to develop a tool that considers institutional context in both determining the state of, and preparing for…
Descriptors: Scholarship, Instruction, Learning, Models
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