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Simmons, Nicola; Eady, Michelle J.; Scharff, Lauren; Gregory, Diana – Teaching & Learning Inquiry, 2021
The number of teaching-focused faculty (TFF) continues to increase, raising concerns about opportunities to engage in the Scholarship of Teaching and Learning (SoTL) for academics who are hired to focus on teaching rather than research. Various names for these teaching-focused positions include, but are not limited to: instructional, limited-term…
Descriptors: College Instruction, Educational Research, College Faculty, Organizational Culture
Scharff, Lauren; Draeger, John; Robinson, Sarah; Pedro, Leli; Peak, Charity – Teaching & Learning Inquiry, 2021
Metacognitive instructors incorporate awareness and timely self-regulation in their teaching practice to support their current students' learning. This exploratory study, using mixed methods, gathered empirical data to extend the work on student metacognition by documenting teacher experiences with metacognitive instruction, the impact of…
Descriptors: Metacognition, Faculty Development, Teaching Methods, Reflective Teaching
Hutchings, Pat; Borin, Paola; Keesing-Styles, Linda; Martin, Lynn; Michael, Renee; Scharff, Lauren; Simkins, Scott; Ismail, Ahmed – Teaching & Learning Inquiry, 2013
In recent years, as pressures for accountability have increased in higher education, some members of the Scholarship of Teaching and Learning (SoTL) community may worry that the inquiry-based, improvement-focused practices they advocate could be put at risk by easy-to-administer, one-size-fits-all forms of assessment, quality assurance, and…
Descriptors: Scholarship, Instruction, Learning, Accountability