Adventures in Academic Development
Faculty Development, Hochschuldidaktik, Play and Creativity in Higher Education, SoTL
SoTL is Educational Research SoTL is intrinsically linked to your teaching practice. Whatever this practice may look like from traditional classroom teaching, to supporting learning, and supervision. You are a core part of this process, both in influencing pedagogy as well as in gathering data, analysing it and implementing changes. You might however, beg, borrow, … Continue reading AcWriMo2022: Debunking 4 SoTL Myths
Finding your SoTL Writing Voice This post is based on a CPD session I ran today, for colleagues and PGR students who are new to SoTL and trying to figure out just where to begin with it. I am going to share the writing prompts with you. So if you want to use this to … Continue reading Writing about your Teaching Practice: Your DIY Writing Workshop
The following infographic reflects the stages of the process I often observe in my practice supporting SoTL, and which we use in our institution to support colleagues familiarising themselves with SoTL. It also made me think more about SoTL as practitioner inquiry: institutionally we are speaking about educational inquiries–rather than educational research–which is a horse … Continue reading SoTL Development: A Pragmatic Approach
Warning Rant While there is still no sector-wide agreement about the exact definition of SoTL/Scholarship and while this remains contested, debated, and perpetually redefined and tweaked, thousands of educators in Higher Education are engaging in undertaking SoTL, in their own way. Sometimes haphazardly, cautious, tentative and sometimes full of valour and zest. This article for … Continue reading Thoughts About Ethics and SoTL: 01
This is a (not comprehensive) list of things that keep coming up in my role supporting SoTL, fellowship applications and teaching on the PGCAP. This is the fifth blog post I have been fretting about today and decided to just press publish now. Note: Editing will probably happen. SoTL is all about your own practice: … Continue reading SoTL: Quick Tips
All presentations for the conference are on the VicePHEC YouTube channel (link opens in new tab). If you missed my opening keynote for this year’s VicePHEC conference you can follow up on YouTube or see below #ViCEPHEC2021 Opening Keynote Imperfection I was really worried because my video editing skills are rudimentary at best. So the … Continue reading An Introduction to SoTL #ViCEPHEC2021
I made this a year after setting up the SoTL network in our institution, and this is my visual reflection on the thoughts emerging from this. The first point was that I was wondering if SoTL needs to be a strategic imperative for Higher Education institutions. On one side it fosters evidence based practice, providing … Continue reading SoTL as Strategic Imperative?
I was gutted to read that the wonderful Dr Natasha Taylor is posting the last SoTLwalk The June SoTL Walk: Our final ramble! – Elemental (rmit.edu.au). So if you have some time join in on the Padlet or on Twitter with the #SoTLwalk hashtag and help celebrate Natasha’s wonderful initiative, which has helped bring people … Continue reading The Last SoTLwalk
This blog draft is only from about a month ago, when ethics has been on my mind more than usual. I began writing this post because my colleague and I ran an ethics in SoTL CPD session, but I also had a writing group meeting–a group which emerged from an ethics working group. And to … Continue reading Ethics and SoTL
How do you deal with not enough qualitative data? So this was a question that arose during one of the SoTL Network meetings, and I just realised that there isn’t an awful lot out there that addresses the issue. Let’s go back one step to explore this issue in more detail. Let’s talk qualitative answers … Continue reading Not enough data but still learning
Langemeyer, I. (2019). Zur erkenntnistheoretischen, praktischen und politischen Relevanz einer Hochschulbildungsforschung. In Hochschulbildungsforschung (pp. 57–72). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-20309-2_5 I think my key message from this chapter was: The authors state that as of now there is no point to pay attention to inclusion or exclusion criteria for a definition of SoTL; but to engage … Continue reading Scholarship of Teaching and Learning: Chapter 4
Reference Tremp, P. and Eugster, B. (2019) ‘Lehr- und Lernfreiheit’, in Hochschulbildungsforschung. Springer Fachmedien Wiesbaden, pp. 41–56. doi: 10.1007/978-3-658-20309-2_4 The quote below defines Higher Education Didaktik as the undertaking which concerns itself with the shaping of teaching and learning in higher education institutions. The chapter tries to explore the junction between Higher Education Didaktik and … Continue reading Scholarship of Teaching and Learning: Chapter 3
Review: Hochschulbildungsforschung: Chapter 2 Reference Rhein, R. (2019) ‘Theorieperspektiven auf hochschulisches Lehren und Lernen’, inHochschulbildungsforschung. Springer Fachmedien Wiesbaden, pp. 23–40. doi: 10.1007/978-3-658-20309-2_3. About this Chapter The author in the next chapter of this book discusses theoretical perspectives for higher education learning and teaching. The author tries to suggest a triptych to scaffold the development of … Continue reading Scholarship of Teaching and Learning: Chapter 2
So there is something I keep stumbling over when reviewing journal articles or other SoTL writing. Besides a general lack of methodology, if methodology is actually addressed it often misses the point. But I struggled with explaining this in an accessible way. I might have figured it out, bear with me: Theory, Methodology, Method Theory: … Continue reading How to get from research questions to methods in SoTL
Review: Hochschulbildungsforschung Chapter 1 I have been reading this book, the title would translate into Higher Education Educational Research and probably considered a book of the Scholarship of Teaching and Learning. One of the things I had entirely forgotten–or rather supressed–was how annoyingly superfluously elaborate and cluttered German academic writing can be. In one of … Continue reading Scholarship of Teaching and Learning: Chapter 1
Adventures in Academic Development 