Project MUSE®: Teaching and Learning Inquiry: The ISSOTL Journal - Latest Articles
https://muse.jhu.edu/journal/606
Project MUSE®: Latest articles in Teaching and Learning Inquiry: The ISSOTL Journal.daily12026-05-11T00:00:00-05:00text/htmlen-USVol. 1 (2013) - Vol. 3 (2015)Latest Articles: Teaching and Learning Inquiry: The ISSOTL JournalTWOProject MUSE®Teaching and Learning Inquiry: The ISSOTL Journal2167-47872167-4779Latest articles in Teaching and Learning Inquiry: The ISSOTL Journal. Feed provided by Project MUSE®Valuing Learning and Valuing SoTL
https://muse.jhu.edu/article/593616
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In this issue, Maria Guglietti asserts that students must value a particular skill or piece of knowledge if they are to learn it well. This is a simple, yet compelling, assertion. We have probably all put time and effort into learning things we did not really value, but did that learning “stick”? We doubt it.Still, numerous questions emanate from Guglietti’s assertion. Notably, how do we come to value that which we have yet to learn? This question reaches well beyond Guglietti’s context, which is the journalism classroom. It is also relevant to the entire field of the scholarship of teaching and learning (SoTL). It touches upon Elizabeth Marquis’ paper that probes the extent to which SoTL institutes can help SoTL
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/606/image/coversmallValuing Learning and Valuing SoTL2015-09-27text/htmlen-USValuing Learning and Valuing SoTL2015-09-272015TWOProject MUSE®61732026-05-11T00:00:00-05:002015-09-27Exploring Students’ Articulation of Value in a Social Research Methods Class: Towards a Phenomenography of Value Making
https://muse.jhu.edu/article/593617
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This paper examines the process of value making among 26 third-year journalism students in an undergraduate social research methods class which introduces trainee practitioners to issues of sampling, data gathering strategies, qualitative and quantitative data analysis, and a review of ethical implications of scientific research. Value making is the process of producing and reproducing implicit and explicit acts of evaluation (Smith, 1988) and is typically experienced as a set of goals, incentives, reasons, and beliefs that inform attitudes, perception, and behaviour. Research on value making in educational contexts has focused on the connection between motivation, expectations, and value (Brophy, 2008; Eccles &
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/606/image/coversmallExploring Students’ Articulation of Value in a Social Research Methods Class: Towards a Phenomenography of Value Making2015-09-27text/htmlen-USExploring Students’ Articulation of Value in a Social Research Methods Class: Towards a Phenomenography of Value Making2015-09-272015TWOProject MUSE®835192026-05-11T00:00:00-05:002015-09-27Developing SoTL through Organized Scholarship Institutes
https://muse.jhu.edu/article/593618
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In recent years, the need to increase the institutional integration and impact of teaching and learning scholarship has been widely discussed (e.g., Ginsberg & Bernstein, 2011; Williams et al., 2013). While—as Hutchings, Huber, and Ciccone (2011) point out—the SoTL movement “has made great progress, in many settings it remains a special initiative [ . . . ] as yet only unevenly woven into the mainstream of academic life” (p.1). In order to fully meet its potential to enhance student learning, however, SoTL must be tightly interwoven into institutional fabrics, such that its findings inform teaching and learning practices in widespread and meaningful ways. This article reports the findings of research designed to
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/606/image/coversmallDeveloping SoTL through Organized Scholarship Institutes2015-09-27text/htmlen-USDeveloping SoTL through Organized Scholarship Institutes2015-09-272015TWOProject MUSE®1113462026-05-11T00:00:00-05:002015-09-27Conceptualizing and Communicating SoTL: A Framework for the Field
https://muse.jhu.edu/article/593619
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As an emerging and developing interdisciplinary field, the Scholarship of Teaching and Learning (SoTL) is rich with debate about its nature and purpose (Poole, 2013a). In order to define the field and communicate guidelines for good practice, many leaders in the field have developed criteria or taxonomies for defining and evaluating SoTL. Most criteria are written very generally, such as “clear goals, adequate preparation, appropriate methods” (Glassick, Huber, & Maeroff, 1997, p. 36) or “methodologically sound” (Felten, 2013, p. 122). Others have developed taxonomies based on levels of analysis. For example, Nelson (2003) divides the field into reports on particular classes, reflections on many years of teaching
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/606/image/coversmallConceptualizing and Communicating SoTL: A Framework for the Field2015-09-27text/htmlen-USConceptualizing and Communicating SoTL: A Framework for the Field2015-09-272015TWOProject MUSE®959712026-05-11T00:00:00-05:002015-09-27Graduates’ Orientations to Higher Education and their Retrospective Experiences of Teaching and Learning
https://muse.jhu.edu/article/593620
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In this study we explore a possible relation between graduates’ orientations to higher education and their retrospective views of their experiences of their learning environment—the curriculum, teaching, and learning. There is little research of such a relation in studies of graduates, so as background we draw on the extensive literature on a similar relation amongst undergraduates.Entwistle (2009) produced a framework describing the direct and indirect relations between students’ characteristics such as their approaches to learning, prior knowledge, abilities, attitudes, work habits, and study skills and the teaching-learning environment. Research on students’ orientations has focused on different aspects within
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/606/image/coversmallGraduates’ Orientations to Higher Education and their Retrospective Experiences of Teaching and Learning2015-09-27text/htmlen-USGraduates’ Orientations to Higher Education and their Retrospective Experiences of Teaching and Learning2015-09-272015TWOProject MUSE®808742026-05-11T00:00:00-05:002015-09-27Learning that Makes a Difference: Pedagogy and Practice for Learning Abroad
https://muse.jhu.edu/article/593621
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Society faces significant new challenges surrounding issues such as human health; global security; environmental devastation; human rights violations; and economic uncertainty. There is a great opportunity, and a great need today, for education that makes a difference in how students think about and engage with complex global issues and others in their world. Students who participate in international learning programs can gain the advantage of first-hand experience with some of these concerns. However, without a robust and carefully considered pedagogical framework for reflecting on and interpreting their experiences abroad, students will be no better equipped to understand or engage with these complex problems.
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/606/image/coversmallLearning that Makes a Difference: Pedagogy and Practice for Learning Abroad2015-09-27text/htmlen-USLearning that Makes a Difference: Pedagogy and Practice for Learning Abroad2015-09-272015TWOProject MUSE®1071902026-05-11T00:00:00-05:002015-09-27History on Trial: Evaluating Learning Outcomes through Audit and Accreditation in a National Standards Environment
https://muse.jhu.edu/article/593622
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In the last decade, higher education systems around the world have become increasingly involved in the development of quality assurance and quality improvement frameworks to evaluate what students actually gain from a university education. In Australia, engagement with standards-based teaching at the tertiary level began with the recommendations of the 2008 Bradley Review (Bradley, Noonan, Nugent, & Scales, 2008, p. 136). Drawing on standards frameworks operating overseas and driven domestically by the 2003 introduction of the Australian Universities Quality Assurance Agency (AUQAA), Bradley advocated for a new system for Australian tertiary education under which university programs would be taught to national
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/606/image/coversmallHistory on Trial: Evaluating Learning Outcomes through Audit and Accreditation in a National Standards Environment2015-09-27text/htmlen-USHistory on Trial: Evaluating Learning Outcomes through Audit and Accreditation in a National Standards Environment2015-09-272015TWOProject MUSE®900432026-05-11T00:00:00-05:002015-09-27The Scholarship of Transformation: A Review of the Inaugural EuroSoTL Conference
https://muse.jhu.edu/article/593623
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The Inaugural EuroSoTL conference, hosted by University College Cork (UCC), Ireland embraced the theme of bridging boundaries through the scholarship of teaching and learning. For three days, international scholars, academic developers, senior faculty, and students debated, interpreted, deciphered, and learned to challenge the tenets and principles of SoTL.In his welcome address, the UCC Vice-President for Teaching and Learning, Professor John O’Halloran, elucidated the University philosophy by claiming that UCC is student focused, staff supported, and globally informed. This resonated with the vision for SoTL in which we, as a community of practice, work to research the dynamics of student-staff relationships
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/606/image/coversmallThe Scholarship of Transformation: A Review of the Inaugural EuroSoTL Conference2015-09-27text/htmlen-USThe Scholarship of Transformation: A Review of the Inaugural EuroSoTL Conference2015-09-272015TWOProject MUSE®69862026-05-11T00:00:00-05:002015-09-27Language
https://muse.jhu.edu/article/593624
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An acrostic poem written on the first morning of the ‘Evidence-Based Educational Development Symposium’ on Vancouver Island, 14-15 June
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/606/image/coversmallLanguage2015-09-27text/htmlen-USLanguage2015-09-272015TWOProject MUSE®59062026-05-11T00:00:00-05:002015-09-27