Evidence-based faculty development through the scholarship of teaching and learning (SoTL):
"This book examines the role of the educational developer in promoting and supporting the Scholarship of Teaching and Learning (SoTL) as part of a professional development program"--
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) :
IGI Global,
[2020]
|
| Schriftenreihe: | Advances in educational marketing, administration, and leadership (AEMAL) book series.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "This book examines the role of the educational developer in promoting and supporting the Scholarship of Teaching and Learning (SoTL) as part of a professional development program"-- |
| Beschreibung: | "Premier Reference Source" -- Cover. |
| Beschreibung: | 34 PDFs (470 pages) Also available in print. |
| Format: | Mode of access: World Wide Web. |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 1799822141 9781799822141 |
| Zugangseinschränkungen: | Restricted to subscribers or individual electronic text purchasers. |
Internformat
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| 500 | |a "Premier Reference Source" -- Cover. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Section 1. Introduction to sotl and faculty development. Chapter 1. Riding the fourth wave: an introduction to the scholarship of teaching and learning ; Chapter 2. The enquiring university: the scholarship of teaching and learning as a foundation for strategic educational transformation -- Section 2. SoTL as a form of professional development. Chapter 3. Structures and considerations for soTL educational development ; Chapter 4. Making soTL stick: using a community-based approach to engage faculty in the scholarship of teaching and learning ; Chapter 5. Building faculty soTL skills through a multi- and interdisciplinary writing community of practice ; Chapter 6. Reflection and soTL: putting reflection (back) on faculty radar ; Chapter 7. Sotl as a professional development tool for non-standard faculty -- Section 3. Faculty developers as partners in soTL. Chapter 8. Using soTL to foster a research approach to teaching and learning in higher education ; Chapter 9. Writing into the scholarship of teaching and learning: approaches to supporting faculty to find their "voice" ; Chapter 10. Using mid-semester assessment programs (maps) as a catalyst for the scholarship of teaching and learning (soTL) ; Chapter 11. At the crossroads of transformative learning and soTL: the flipped classroom in teacher education ; Chapter 12. The role of educational developer in supporting research ethics in soTL -- Section 4. SoTL in action: case studies from the field. Chapter 13. Practicing what we teach: using soTL to challenge preservice teachers' assumptions with the reading/writing workshop model ; Chapter 14. Scholarly rigor: focusing reflection through engaging in an academic dialogue ; Chapter 15. Developing an online simulation to teach enzyme kinetics to undergraduate biochemistry students: an academic and educational designer perspective ; Chapter 16. Insights into an interdisciplinary project on critical reflection in nursing: using SFL and LCT to enhance soTL research and practice ; Chapter 17. A case study in the application of transformative learning theory: the redesign of an online course in order to achieve deep learning ; Chapter 18. Enabling scholarship of teaching and learning activities across a curriculum design framework: a lever for faculty engagement -- Section 5. Addressing the challenges and assessing the impact of soTL. Chapter 19. Overcoming challenges to impactful soTL ; Chapter 20. Exploring the impact of soTL on day-to-day learning and teaching: a conceptual framework for professional development and quality improvement. | |
| 506 | |a Restricted to subscribers or individual electronic text purchasers. | ||
| 520 | 3 | |a "This book examines the role of the educational developer in promoting and supporting the Scholarship of Teaching and Learning (SoTL) as part of a professional development program"-- |c Provided by publisher. | |
| 530 | |a Also available in print. | ||
| 538 | |a Mode of access: World Wide Web. | ||
| 588 | |a Description based on title screen (IGI Global, viewed 02/15/2020). | ||
| 650 | 0 | |a Education |x Research. | |
| 650 | 0 | |a Learning and scholarship |x Research. | |
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| 650 | 0 | |a Reflective teaching. | |
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| 650 | 7 | |a Reflective teaching. |2 fast | |
| 650 | 7 | |a Teaching |x Research. |2 fast | |
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| 700 | 1 | |a Plews, Rachel C. |d 1981- |e editor. | |
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| contents | Section 1. Introduction to sotl and faculty development. Chapter 1. Riding the fourth wave: an introduction to the scholarship of teaching and learning ; Chapter 2. The enquiring university: the scholarship of teaching and learning as a foundation for strategic educational transformation -- Section 2. SoTL as a form of professional development. Chapter 3. Structures and considerations for soTL educational development ; Chapter 4. Making soTL stick: using a community-based approach to engage faculty in the scholarship of teaching and learning ; Chapter 5. Building faculty soTL skills through a multi- and interdisciplinary writing community of practice ; Chapter 6. Reflection and soTL: putting reflection (back) on faculty radar ; Chapter 7. Sotl as a professional development tool for non-standard faculty -- Section 3. Faculty developers as partners in soTL. Chapter 8. Using soTL to foster a research approach to teaching and learning in higher education ; Chapter 9. Writing into the scholarship of teaching and learning: approaches to supporting faculty to find their "voice" ; Chapter 10. Using mid-semester assessment programs (maps) as a catalyst for the scholarship of teaching and learning (soTL) ; Chapter 11. At the crossroads of transformative learning and soTL: the flipped classroom in teacher education ; Chapter 12. The role of educational developer in supporting research ethics in soTL -- Section 4. SoTL in action: case studies from the field. Chapter 13. Practicing what we teach: using soTL to challenge preservice teachers' assumptions with the reading/writing workshop model ; Chapter 14. Scholarly rigor: focusing reflection through engaging in an academic dialogue ; Chapter 15. Developing an online simulation to teach enzyme kinetics to undergraduate biochemistry students: an academic and educational designer perspective ; Chapter 16. Insights into an interdisciplinary project on critical reflection in nursing: using SFL and LCT to enhance soTL research and practice ; Chapter 17. A case study in the application of transformative learning theory: the redesign of an online course in order to achieve deep learning ; Chapter 18. Enabling scholarship of teaching and learning activities across a curriculum design framework: a lever for faculty engagement -- Section 5. Addressing the challenges and assessing the impact of soTL. Chapter 19. Overcoming challenges to impactful soTL ; Chapter 20. Exploring the impact of soTL on day-to-day learning and teaching: a conceptual framework for professional development and quality improvement. |
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| discipline | Pädagogik |
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| id | ZDB-98-IGB-00235711 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-26T14:51:56Z |
| institution | BVB |
| isbn | 1799822141 9781799822141 |
| language | English |
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| physical | 34 PDFs (470 pages) Also available in print. |
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| series | Advances in educational marketing, administration, and leadership (AEMAL) book series. |
| series2 | Advances in educational marketing, administration, and leadership (AEMAL) book series |
| spelling | Evidence-based faculty development through the scholarship of teaching and learning (SoTL) [edited by] Rachel C. Plews, Michelle L. Amos. Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) : IGI Global, [2020] 34 PDFs (470 pages) text rdacontent electronic isbdmedia online resource rdacarrier Advances in educational marketing, administration, and leadership (AEMAL) book series "Premier Reference Source" -- Cover. Includes bibliographical references and index. Section 1. Introduction to sotl and faculty development. Chapter 1. Riding the fourth wave: an introduction to the scholarship of teaching and learning ; Chapter 2. The enquiring university: the scholarship of teaching and learning as a foundation for strategic educational transformation -- Section 2. SoTL as a form of professional development. Chapter 3. Structures and considerations for soTL educational development ; Chapter 4. Making soTL stick: using a community-based approach to engage faculty in the scholarship of teaching and learning ; Chapter 5. Building faculty soTL skills through a multi- and interdisciplinary writing community of practice ; Chapter 6. Reflection and soTL: putting reflection (back) on faculty radar ; Chapter 7. Sotl as a professional development tool for non-standard faculty -- Section 3. Faculty developers as partners in soTL. Chapter 8. Using soTL to foster a research approach to teaching and learning in higher education ; Chapter 9. Writing into the scholarship of teaching and learning: approaches to supporting faculty to find their "voice" ; Chapter 10. Using mid-semester assessment programs (maps) as a catalyst for the scholarship of teaching and learning (soTL) ; Chapter 11. At the crossroads of transformative learning and soTL: the flipped classroom in teacher education ; Chapter 12. The role of educational developer in supporting research ethics in soTL -- Section 4. SoTL in action: case studies from the field. Chapter 13. Practicing what we teach: using soTL to challenge preservice teachers' assumptions with the reading/writing workshop model ; Chapter 14. Scholarly rigor: focusing reflection through engaging in an academic dialogue ; Chapter 15. Developing an online simulation to teach enzyme kinetics to undergraduate biochemistry students: an academic and educational designer perspective ; Chapter 16. Insights into an interdisciplinary project on critical reflection in nursing: using SFL and LCT to enhance soTL research and practice ; Chapter 17. A case study in the application of transformative learning theory: the redesign of an online course in order to achieve deep learning ; Chapter 18. Enabling scholarship of teaching and learning activities across a curriculum design framework: a lever for faculty engagement -- Section 5. Addressing the challenges and assessing the impact of soTL. Chapter 19. Overcoming challenges to impactful soTL ; Chapter 20. Exploring the impact of soTL on day-to-day learning and teaching: a conceptual framework for professional development and quality improvement. Restricted to subscribers or individual electronic text purchasers. "This book examines the role of the educational developer in promoting and supporting the Scholarship of Teaching and Learning (SoTL) as part of a professional development program"-- Provided by publisher. Also available in print. Mode of access: World Wide Web. Description based on title screen (IGI Global, viewed 02/15/2020). Education Research. Learning and scholarship Research. Learning Research. Reflective teaching. Teaching Research. Education Research. fast Learning Research. fast Reflective teaching. fast Teaching Research. fast Amos, Michelle L. 1971- editor. Plews, Rachel C. 1981- editor. IGI Global, publisher. (Original) (DLC)2019037707 Print version: 1799822125 9781799822127 (DLC) 2019037707 Advances in educational marketing, administration, and leadership (AEMAL) book series. FWS01 ZDB-98-IGB FWS_PDA_IGB http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-7998-2212-7 Volltext |
| spellingShingle | Evidence-based faculty development through the scholarship of teaching and learning (SoTL) Advances in educational marketing, administration, and leadership (AEMAL) book series. Section 1. Introduction to sotl and faculty development. Chapter 1. Riding the fourth wave: an introduction to the scholarship of teaching and learning ; Chapter 2. The enquiring university: the scholarship of teaching and learning as a foundation for strategic educational transformation -- Section 2. SoTL as a form of professional development. Chapter 3. Structures and considerations for soTL educational development ; Chapter 4. Making soTL stick: using a community-based approach to engage faculty in the scholarship of teaching and learning ; Chapter 5. Building faculty soTL skills through a multi- and interdisciplinary writing community of practice ; Chapter 6. Reflection and soTL: putting reflection (back) on faculty radar ; Chapter 7. Sotl as a professional development tool for non-standard faculty -- Section 3. Faculty developers as partners in soTL. Chapter 8. Using soTL to foster a research approach to teaching and learning in higher education ; Chapter 9. Writing into the scholarship of teaching and learning: approaches to supporting faculty to find their "voice" ; Chapter 10. Using mid-semester assessment programs (maps) as a catalyst for the scholarship of teaching and learning (soTL) ; Chapter 11. At the crossroads of transformative learning and soTL: the flipped classroom in teacher education ; Chapter 12. The role of educational developer in supporting research ethics in soTL -- Section 4. SoTL in action: case studies from the field. Chapter 13. Practicing what we teach: using soTL to challenge preservice teachers' assumptions with the reading/writing workshop model ; Chapter 14. Scholarly rigor: focusing reflection through engaging in an academic dialogue ; Chapter 15. Developing an online simulation to teach enzyme kinetics to undergraduate biochemistry students: an academic and educational designer perspective ; Chapter 16. Insights into an interdisciplinary project on critical reflection in nursing: using SFL and LCT to enhance soTL research and practice ; Chapter 17. A case study in the application of transformative learning theory: the redesign of an online course in order to achieve deep learning ; Chapter 18. Enabling scholarship of teaching and learning activities across a curriculum design framework: a lever for faculty engagement -- Section 5. Addressing the challenges and assessing the impact of soTL. Chapter 19. Overcoming challenges to impactful soTL ; Chapter 20. Exploring the impact of soTL on day-to-day learning and teaching: a conceptual framework for professional development and quality improvement. Education Research. Learning and scholarship Research. Learning Research. Reflective teaching. Teaching Research. Education Research. fast Learning Research. fast Reflective teaching. fast Teaching Research. fast |
| title | Evidence-based faculty development through the scholarship of teaching and learning (SoTL) |
| title_auth | Evidence-based faculty development through the scholarship of teaching and learning (SoTL) |
| title_exact_search | Evidence-based faculty development through the scholarship of teaching and learning (SoTL) |
| title_full | Evidence-based faculty development through the scholarship of teaching and learning (SoTL) [edited by] Rachel C. Plews, Michelle L. Amos. |
| title_fullStr | Evidence-based faculty development through the scholarship of teaching and learning (SoTL) [edited by] Rachel C. Plews, Michelle L. Amos. |
| title_full_unstemmed | Evidence-based faculty development through the scholarship of teaching and learning (SoTL) [edited by] Rachel C. Plews, Michelle L. Amos. |
| title_short | Evidence-based faculty development through the scholarship of teaching and learning (SoTL) |
| title_sort | evidence based faculty development through the scholarship of teaching and learning sotl |
| topic | Education Research. Learning and scholarship Research. Learning Research. Reflective teaching. Teaching Research. Education Research. fast Learning Research. fast Reflective teaching. fast Teaching Research. fast |
| topic_facet | Education Research. Learning and scholarship Research. Learning Research. Reflective teaching. Teaching Research. |
| url | http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-7998-2212-7 |
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