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Sotl in Action
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Table of Contents

  • Foreword-James Rhem
  • Introduction
  • Part I: Strong Foundations
  • 1) Using Intuition, Anecdote, and Observation: Rich Sources of SoTL Projects
  • 2) Learning Matters: Asking Meaningful Questions
  • 3) The SoTL Literature Review: Exploring New Territory
  • 4) Educational Research and SoTL: Converging in the Commons
  • 5) Identifying a Tradition of Inquiry: Articulating Research Assumptions
  • 6) Ensuring Design Alignment in SoTL Inquiry: Merging Research Purpose and Methods
  • 7) Respect, Justice, and Doing Good: The Ethics Review
  • Part II: Methods & methodologies
  • 8) Methods and Measures Matter: Meaningful Questionnaires
  • 9) Classroom Observations: Exploring How Learning Works
  • 10) Conducting Interviews: Capturing What Is Unobserved
  • 11) Close Reading: Paying Attention to Student Artifacts
  • 12) Student Think Alouds: Making Thinking and Learning Visible
  • Part III: Making an Impact
  • 13) Writing SoTL: Going Public for an Extended Audience
  • 14) Reading SoTL: Exploring Scholarly Conversations
  • 15) Developing SoTL Locally: From Classroom to Learning Object
  • 16) The SoTL Conference: Learning While Professing

About the Author

Nancy L. Chick is University Chair in Teaching & Learning, Academic Director of the Taylor Institute for Teaching & Learning, and Teaching Professor of English at the University of Calgary. She is the founding co-editor of Teaching & Learning Inquiry, co-editor of Exploring Signature Pedagogies and ,em>Exploring More Signature Pedagogies, and co-chair of the 2017 conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL).

Reviews

"SoTL in Action is a distinctly different - and distinctly wonderful - book about the Scholarship of Teaching and Learning. Readers are invited to sit down with a diverse range of experts for inviting in-depth conversations about central aspects of SoTL. Whether you're new to or experienced with SoTL, this book will encourage you to think - and to act - with more clarity and purpose as a scholar of learning and teaching."-- (08/17/2018)

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