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 andHuman-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 theJournal 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 ofL'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 theImprove 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) ofThe Undergraduate Experience: Focusing Institutions on What Matters Most and author (with Charity Johansson) ofTransforming 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 ofThe 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, includingDevelopmental Psychology,Early Childhood Research Quarterly,Child Development Perspectives, and theJournal 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 theJournal of International Migration and Integration and theClinical 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 inPolicy 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 journalsSummer 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 theJournal 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) ofThe Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact and (with the NILOA team) ofUsing 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 inEnglish 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 inInnovation in Language Learning and Teaching and Language and Intercultural Communication as well as book chapters inEnglish Language Teaching Today: Building a closer link between theory and practice andContemporary 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 ofRediger 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 theJournal of Early Childhood Teacher Education.
Eléonore Marichal is a junior educational developer at the Institute for Training and Research in Higher Education at the University of Liège.
Kathleen McKinney is Professor Emeritus of Sociology at Illinois State University, where she also served as the first Cross Endowed Chair in the Scholarship of Teaching and Learning. She has numerous scholarly publications on personal relationships and college teaching/student learning. McKinney has been active in the SoTL movement locally, nationally, and internationally for decades doing her own SoTL research, engaging in service to the field of SoTL, and assisting others with their SoTL work. She is a founding member of the International Society for the Scholarship of Teaching and Learning. She is editor ofEnhancing Learning through the Scholarship of Teaching and Learning: The Challenges and Joys of Juggling and author ofThe Scholarship of Teaching and Learning In and Across the Disciplines.
Audrey Mohr is a senior educational developer at the Institute for Training and Research in Higher Education at the University of Liège.
Jessie L. Moore, is director of the Center for Engaged Learning and associate professor of professional writing and rhetoric at Elon University. She is editor with (Chris Anson) ofCritical Transitions: Writing and the Question of Transfer and editor (with Randy Bass) of Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education. Her recent research examines multi-institutional collaborative inquiry, the writing lives of university students, and high-impact pedagogies.
Maria A. Moore is a former senior media manager with 30 years of television production experience. Her SoTL research focuses on First Amendment Free Speech issues, multimodal media production, collaborative learning, and civic engagement. She coordinates the Mass Media Program in the School of Communication at Illinois State University, where she teaches media law, ethics, and management courses.
Brett Oliver is affiliated with Mount Royal University's Institute for the Scholarship of Teaching and Learning, where he is developing a research program that is focused on social work field education and visual methods. He has worked with community and academic collaborators across Canada on a wide variety of qualitative and mixed methods research projects. His work has been published inThe Qualitative Report andForum: Qualitative Social Research.
Tim Peeples is Senior Associate Provost and Professor of Professional Writing and Rhetoric at Elon University. He was instrumental in creating and now works directly with both the Center for Engaged Learning and the Center for the Advancement of Teaching and Learning at Elon. Author of two rhetoric and writing textbooks and a number of chapters and articles focused on rhetoric and writing, his scholarly agenda has extended into research on and the advancement of high-impact pedagogies and practices that (re)form educational actors (e.g., students and faculty) and institutions.
George Rehrey is the founding director of Indiana University's new Center for Learning Analytics and Student Success. Prior to this appointment, he was the director of the Scholarship of Teaching and Learning Program at Indiana University Bloomington for more than a decade. He serves on the Steering Committee of the Bay View Alliance, an international organization created to transform the teaching and learning culture in STEM departments.
Lauren F. V. Scharff is the founding Director of the Scholarship of Teaching and Learning Program at the U. S. Air Force Academy and a Professor of Behavioral Sciences. She has published multiple chapters and articles on SoTL topics, and she is the co-creator of theImprove with Metacognition website.
Linda Shepard is Senior Assistant Vice Provost for Undergraduate Education and Director of Bloomington Assessment and Research at Indiana University. She provides leadership for the campus in the development of institutional resources used to inform campus policy, strategic initiatives, and program assessment and is a frequent presenter at state and national institutional research meetings.
April Tallant is the Associate Dean of The Honors College at Western Carolina University. Much of her scholarship has combined her discipline of health sciences and her work with first year university students. She has published in theInternational Journal for the Scholarship of Teaching and Learning, and presented posters at the SoTL Commons Conference and the International Society for the Scholarship of Teaching and Learning Conference.
Claire D. Vallotton is Associate Professor of Human Development and Family Studies at Michigan State University, and Coordinator of the Collaborative for Understanding the Pedagogy of Infant/toddler Development. Her published SoTL work includes a chapter in the volumePolicy and Pedagogy with Under-three Year Olds: Insights and Innovations,and an article titled inEarly Education and Development, edited by E. J. White and C. Dalli.
Dominique Verpoorten is Senior Lecturer in Learning Sciences at the Institute for Training and Research in Higher Education at the University of Liège. Verpoorten is co-author ofDu numerique au multimedia: Aspects juridiques et commerciaux.
Ambika Zutshi is Associate Professor in the Faculty of Business and Law at Deakin University. Her current research is focused on corporate social responsibility, business ethics, the role of stakeholders in Environmental Management Systems, and supply chain management. She has nearly 80 publications in journals and books.
Acknowledgements
Introduction to Applying SoTL beyond the Individual Classroom: Overview, Framework, and Two Examples /Kathleen McKinney, Jennifer Friberg, and Maria Moore
Part I: Conducting and Applying SoTL with a Focus on Student Learning, Outcomes, Programs
1. Reflexivity in the Field: Applying Lessons Learned from a Collaborative Scholarship of Teaching and Learning Study Exploring the Use of Reflexive Photography in Field Education /Brent Oliver, Darlene Chalmers, and Mary Goitom
2. Making a Graduate English Course an Organic and Integrated Learning Process /Radhika Jaidev and Tan Su Hwi
3. User Perspectives on Simulation in Educational Practice /Andrew Creed and Ambika Zutshi
4. A Bigger Bang for your Book: SoTL, High Impact Practice, and Common Reading Programs /April Tallant and Glenda Hensley
5. The Collaborative for Understanding the Pedagogy of Infant/toddler Development: A Cross-University, Interdisciplinary Effort to Transform a Field through SoTL /Claire Vallotton, Gina A. Cook, Rachel Chazan-Cohen, Kalli B. Decker, Nicole Gardner-Neblett, Christine Lippard, and Tamesha Harewood
Part II: Conducting and Applying SoTL with a Focus on Faculty/Instructor Learning, Development
6. Catalyzing the Exchange and Application of SoTL Beyond the Classroom: An Analysis of Two Types of Community Spaces /John Draeger and Lauren Scharff
7. Multi-Institutional SoTL: A Case Study of Practices and Outcomes /Peter Felten, Jessie L. Moore, and Tim Peeples
8. "Feedback First Year"- A Critical Review of the Strengths and Shortcomings of a Collective Pedagogical Project /Dominique Verpoorten, Laurent Leduc, Audrey Mohr, Eléonore Marichal, Dominique Duchâteau, and Pascal Detroz
9. The Scholarship of Teaching, Learning, and Student Success: Big Data and the Landscape of New Opportunities /George Rehrey, Dennis Groth, Carol Hostetter, and Linda Shepard
Conclusion: Circles of Inquiry and Impact: Expanding the Teaching Commons /Pat Hutchings
Index
