 | Applying the Scholarship of Teaching and Learning Beyond the Individual Classroom When the Scholarship of Teaching and Learning (SoTL) emerged, it often concentrated on individual faculty practice in one classroom; it is now, however, increasingly common to find work in SoTL focused more broadly. SoTL studies may engage with a cluster of courses, a program, a particular population of students, a pedagogical approach, or a field--all of which are represented in the essays collected here by authors from a diverse array of institutions and nations. This volume features examples of SoTL research conducted in, and applied to, a variety of contexts and disciplines, offering a theoretical framework for an expanded vision of SoTL--one that moves beyond the individual classroom. Darlene Chalmers engages in teaching and research guided by community-based, participatory approaches that incorporate multiple ways of knowing. Her research interests include animal-assisted interventions in social work, culture-based approaches to healing, One Health, veterinary social work, and environmental issues. Her work has been published in the following journals: EcoHealth , Canadian Journal of Counselling and Psychotherapy/Revue Canadienne de counseling et de psychothérapie and Human-Animal Interaction Bulletin . Rachel Chazan-Cohen is Associate Professor of Early Care and Education in the College of Education and Human Development at the University of Massachusetts Boston and a founding member of the Collaborative for Understanding the Pedagogy of Infant/Toddler Development, a collaborative of 25 universities studying the teaching of infant/toddler development courses. She is interested in the competencies necessary for success in working with families with infants and toddlers, both in child care and home visiting programs, and on how to build competencies through pre- and in-service professional development. Gina A. Cook is Associate Professor of Psychology and Child Development at California State University, Stanislaus. She co-developed the PICCOLO (Parenting Interactions with Children: Checklist of Observations Linked to Outcomes) measure of developmental parenting and the HOVRS A+ (Home Visit Rating Scales- Adapted and Extended to Excellence) an observational measure and self-reflection tool of home visitor effectiveness. Her scholarship on the teaching and learning of undergraduate students has focused on including self-reflection and mindfulness practices on students'' learning. Andrew Creed is Lecturer in the Faculty of Business and Law at Deakin University. His research involves organisational learning and change, action research and relational ethics. As well as funded projects, his research publications include book chapters, technical manuals, refereed journal articles, and conference papers. Kalli Decker is Assistant Professor of Early Childhood Education & Child Services at Montana State University. As a doctoral student, she received mentoring in a one-year program regarding how to conduct SOTL research, and this sparked her interest in continuing to conduct research that will inform the ways in which she teaches her early childhood students. Her published SoTL research includes an article in the Journal of Early Childhood Teacher Education . Pascal Detroz is Senior Lecturer in Learning Sciences at the Institute for Training and Research in Higher Education at the University of Liège. Detroz is co-editor of L''evaluation a la lumiere des contexts et des disciplines . John Draeger is Director of the Scholarship of Teaching and Learning and Associate Professor of Philosophy at SUNY Buffalo State. He has published work on a variety of SoTL topics, including higher-order thinking, general education, and academic rigor. He is also is the co-creator of the Improve with Metacognition website. Dominique Duchâteau is the head of the Study Guidance service, the student support unit of the University of Liège. She has co-authored dozens of papers on the topic of student learning, particularly the first year experience for students at her institution. Peter Felten is assistant provost for teaching and learning, executive director of the Center for Engaged Learning, and professor of history at Elon University. Most recently, he is author (with John N. Gardner, Charles C. Schroeder, Leo M. Lambert, Betsy O. Barefoot, and Freeman A. Hrabowski) of The Undergraduate Experience: Focusing Institutions on What Matters Most and author (with Charity Johansson) of Transforming Students: Fulfilling the Promise of Higher Education . Jennifer Friberg is the Cross Endowed Chair in the Scholarship of Teaching and Learning and Professor of Communication Sciences and Disorders (CSD) at Illinois State University. Friberg has studied student engagement, out-of-class learning, and critical thinking in clinical situations as part of her SoTL research agenda. She has been active in the SoTL movement, co-chairing the Advocacy and Outreach committee for the International Society for the Scholarship of Teaching and Learning. Within her discipline, she authored (with Sarah Ginsberg and Colleen F. Visconti) the first text on SoTL in CSD, Scholarship of Teaching and Learning in Speech-Language Pathology and Audiology: Evidence-Based Education , as well as a position paper to advocate for acceptance of SoTL in CSD. She co-founded a disciplinary SoTL journal, Teaching and Learning in Communication Sciences & Disorders , and is co-founder and editor of The SoTL Advocate blog. Nicole Gardner-Neblett is an Advanced Research Scientist at the Frank Porter Graham Child Development Institute and a Research Assistant Professor in the Department of Psychology and Neuroscience at The University of North Carolina at Chapel Hill. Her research focuses on the design and implementation of professional development programs for early childhood professionals to promote infant and toddler language and communication development. Her work has been published in peer-reviewed outlets, including Developmental Psychology , Early Childhood Research Quarterly , Child Development Perspectives , and the Journal of Applied Developmental Psychology . Mary Goitom is Assistant Professor at the School of Social Work at York University. Her scholarship is centered on teaching and professional activity focusing on promoting equity and access for diverse communities within local, national and international contexts. Her work has been published in the Journal of International Migration and Integration and the Clinical Social Work Journal . Dennis Groth is the Vice Provost for Undergraduate Education at Indiana University Bloomington. His responsibilities include initiatives aimed at enhancing student success, faculty excellence in teaching, and programs in academic advising, such as undergraduate student support and general education assessment. He is also an Associate Professor of Informatics, with a research focus on the development of new database access and data mining techniques in support of data visualization activities, as well as understanding models of exploration in digital environments. Tamesha Harewood is a Postdoctoral Researcher in Human Development and Family Studies working with faculty at Michigan State University. Her published SoTL research includes a chapter in Policy and Pedagogy with Under-three Year Olds: Insights and Innovations , edited by E. J. White and C. Dalli. She is interested in the professional development of the pre-service early childhood workforce. Glenda Hensley is the Director of Student Transitions at Western Carolina University. With responsibility for first-year, transfer, and sophomore programs, she maintains an active involvement with faculty through her focus on teaching and learning designs for students in transition. Hensley has recent publications in the journals Summer Academe: A Journal of Higher Education and AAC&U . Carol Hostetter is Professor in the School of Social Work at Indiana University. She has been a leader in Indiana University''s teaching academy, as well as in the university''s Scholarship of Teaching and Learning program. Notable articles are on social presence in online learning, published in the Journal of the Scholarship of Teaching and Learning . Pat Hutchings is a senior scholar with the National Institute for Learning Outcomes Assessment and with the Bay View Alliance. Her work has focused on a variety of strategies for creating a campus culture of teaching and learning: student learning outcomes assessment, integrative learning, the peer collaboration and review of teaching, and the scholarship of teaching and learning. She is author (with Mary Taylor Huber and Anthony Ciccone) of The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact and (with the NILOA team) of Using Evidence of Student Learning to Improve Higher Education . Tan Su Hwi is a former Lecturer at the Centre for English Language Communication in the National University of Singapore. She has published in English Language Teaching World Online: Voices from the Classroom and is currently researching how individual student writing consultation addresses learning gaps in graduate academic writing. She is also interested in how to increase student motivation in adult learning. Radhika Jaidev is Assistant Professor at the Centre for Communication Skills in Singapore Institute of Technology. She has published articles in Innovation in Language Learning and Teaching and Language and Intercultural Communication as well as book chapters in English Language Teaching Today: Building a closer link between theory and practice and Contemporary Task-Based Language Teaching in Asia . Laurent Leduc is Senior Lecturer in Learning Sciences at the Institute for Training and Research in Higher Education at the University of Liège. Leduc is author of Rediger des plans de cours: De la theorie a la pratique . Christine N. Lippard is Assistant Professor of Human Development and Family Studies at Iowa State University. Over the past several years, she has studied the learning of pre-service early childhood teachers in field-based experiences. Initial dissemination of this work is presented in an article in the Journal of Early Childhood Teacher Education. Eléonore Marichal is a junior educational developer at the Institute for Training and Research in Higher Education at th |
