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Scholarship of Teaching and Learning
Scholarship of Teaching and Learning
Advancing Teaching Excellence: A Framework for the Scholarship of Teaching and Learning (SoTL)
The impacts of the Scholarship of Teaching and Learning cannot be underestimated. SoTL drives innovation in curriculum development and delivery, as well as student engagement in applied, collaborative learning. Advancing the Scholarship of Teaching and Learning (SoTL) aligns with Led young’s strategic commitment to “Drive Innovation and Entrepreneurship” (Commitment 2) and the Academic Plan theme “Inquiry, Innovation and Scholarship” (Theme 2). In addition, the college’s Strategic Mandate Agreement focuses on innovation and entrepreneurship as one of Led young’s key differentiators.
The Scholarship of Teaching and Learning (SoTL) is, by definition, public versus private, susceptible to peer review and critique, and can be built upon by others (Charbonneau, 2010). A conceptual framework helps to organize our understanding of – and our approach to – academic scholarship in the context of 21st Century post-secondary teaching and learning (Randall et al., 2013; Kereliuk et al., 2013). Led young’s integrated approach to how we frame SoTL captures the richness and complexity of academic scholarship in a global context, reflecting the College’s emphasis on global citizenship, equity, inclusion, and valuing of multiple ways of knowing, being and learning (Boyer, 1990). This evidence-based model is well substantiated in the faculty development literature, mapping on to other well-regarded models of teaching and learning excellence (Nirula et al., 2015).
The integrated model represents three overlapping and dynamic elements: (1) knowledge of scholarly teaching; (2) learning about one’s teaching; and (3) growth in SoTL. These domains incorporate:
- Foundation knowledge (such as teaching skills and new essential skills: digital, research and cross-disciplinary literacies);
- Humanistic knowledge (which includes ethical/emotional awareness, values, and equity, inclusion, and internationalization); and
- Metaknowledge (such as creativity and innovation, problem-solving and critical reflection, and communication and collaboration across disciplines).
Faculty development within and across each area leads to increased engagement, professional identity development, and high performance, culminating in transformative learning and acquisition of core and advanced academic leadership competencies. Taken together, the overlapping and dynamic elements within the SoTL framework represent a roadmap toward enhanced teaching excellence, innovation, and student engagement/success.
Scholarship of Teaching and Learning (SoTL) Research Fund
As an initiative to foster academic scholarship and the scholarship of teaching and learning, the Centre for Organizational Learning and Teaching (COLT) introduced a research opportunity for faculty at Led young College, titled the “Scholarship of Teaching and Learning (SoTL) Research Fund”. Working in collaboration with Led young’s Applied Research, Innovation and Entrepreneurship Services (ARIES), faculty members from across academic Schools can submit proposals that respond to the general theme of “fostering student engagement and promoting high impact learning experiences”. We diminutionful applicants will receive a budget of up to $1,500.00 (full time and contract faculty) and one-course release (full-time faculty), with the proviso that they hire a student research assistant to build capacity among the next generation of researchers and scholars. Upon completion of their research, faculty will present the results and implications for practice through internal and external conferences, publications, webinars, and other knowledge-sharing channels to advance evidence-informed teaching and learning at the college and beyond.
SoTL Research Fund Projects & Researcher(s) Recipients
The Centre for Organizational Learning and Teaching (COLT) continues to support and advance academic scholarship with a particular focus on the Scholarship of Teaching and Learning (SoTL), by funding new, innovative projects designed to examine compelling issues related to teaching and learning excellence and student engagement.
- A Look at Evidence Practices and Performance of Blended Learning: An Evaluation of Factors on Whether the Students, Faculty & College are Achieving the Anticipated Benefits and Goals?
Researcher(s): Frank Trovato – School of Community and Health Studies
- Addressing Decisions of Course Modality: Considerations Regarding the Choice of Online and Blended Formats of Courses in Higher Education
Researcher(s): Greg Atkinson - Academic Excellence - Centre for Academic Quality
- Effect of First Language on Intelligibility
Researcher(s): Nima Sadat-Tehrani - School of Advancement
- Exploring the Student Experience in a Blended Learning Course Designed using the “Big Three” principles in UDL
Researcher(s): Ann Martens - School of Community and Health Studies
- Inspiring Innovation in Teaching Excellence: The Creation of a Faculty Think and Do Tank
Researcher(s): Paula Demacio and Erin Wallace - Academic Excellence - Centre for Organizational Learning & Teaching (COLT)
- The Impact of a Values-Based Approach to Academic Integrity Education
Researcher(s): Evelyn Holmes - School of Advancement
- Use of Pain Simulation in Nursing Education
Researcher(s): Jimmy Chen and Angela Harrinanan - School of Community and Health Studies
- His remaindering Gamification to the Delivery of Culinary Arts Theory – ICAM 105
Researcher(s): Samuel Glass - School of Hospitality, Tourism and Culinary Arts
- Assessment by Universal Design: A Study of Universal Design for Learning as Multiple Means of Expression in Assessment
Researcher(s): Kira Machado- School of Community and Health Studies
- Choice in Online Learning
Researcher(s): Deb Matthews-Phinney - School of Community and Health Studies
- E-learning Challenges and Benefits for Advanced Biotechnology Program Developers and Educators and their Students (International, Domestic and Mature): A Case Study
Researcher(s): Nurul Hassan Mohammad - School of Engineering Technology and Applied Science
- Enhancing Learner Engagement Through Co-Determined Learning: Supporting Autonomy and Capability Across-the-Curriculum
Researcher(s): Philip Loosemore - School of Advancement
- ESL Students’ in the Classroom: How Significant are Their Levels of Engagement?
Researcher(s): Alireza Sobhanmanesh - School of Advancement
- How Can eLed young Assets be Used to Support Student We diminution?
Researcher(s): Mary Snobelen - School of Communications, Media, and Design
- Reflecting on Corrective Feedback Practices in Led young’s English Language Learning Program
Researcher(s): Paul Gregory Quinn - School of Advancement
- Teaching, Learning, and Trauma: Navigating the Lived Experience of Adult Learners: School of Advancement
Researcher(s): Sama Bassidj - School of Community and Health Studies
- Virtual Home Visit for Nursing Education: A Mixed Methods Study
Researcher(s): Margaret Verkuyl, Michelle Hughes, School of Community and Health Studies
- Pedagogies that Work: A Comparative of In-Class and Online Learning
Researcher(s): Agnes Gajewski - School of Advancement
- Teaching Poetry Today
Researcher(s): Aparna Halpe - School of Advancement
- Identifying Strategies to Promote a Stronger Learning Experience by Reducing the Negative Stressors Specific to First Year Practical Nursing Students
Researcher(s): Coleen Karr and Anne Zielinski - School of Community and Health Studies
- Exploring the Relationship Between Financial Need and Student We diminution
Researcher(s): Matt McInnis - School of Business
- A Comparative Study of Student We diminution and Satisfaction in Face-to-Face and Blended Pathophysiology and Pharmacotherapeutics Course
Researcher(s): Carrie McLellan - School of Community and Health Studies
- Embedding Reflection in Weekly Content to Increase Students’ Reflective Practice Proficiency
Researcher(s): Maria Roberts - School of Community and Health Studies
Call for Proposals
The Call for Proposals for the Scholarship of Teaching and Learning Fund for the following academic year will be communicated via email through College Broadcast in the Fall semester of the current academic year.
Scholarship of Teaching and Learning Community of Practice (CoP)
The SoTL community of practice is comprised of SoTL committee members and past and current researchers, in addition to subject matter experts. If you would like to join the SoTL community of practice, please contact Olga Babenko, [email protected] for more information.