A Typology for Catalyzing Pedagogical Change: Fostering Multiple Pathways through SoTL

Autor/inn/en	Little, Deandra; Moore, Jessie L.
Titel	A Typology for Catalyzing Pedagogical Change: Fostering Multiple Pathways through SoTL
Quelle	In: Hungarian Educational Research Journal, 11 (2021) 3, S.262-273 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Little, Deandra) ORCID (Moore, Jessie L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2064-2199
Schlagwörter	Educational Change; Teaching Methods; Learning Processes; Organizational Culture; Cost Effectiveness; Educational Development; Educational Research; Case Studies; College Faculty; Classification; Program Development; Faculty Development; Private Colleges; Liberal Arts; Undergraduate Students + Suchen Sie Ihr Suchwort? Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Unternehmenskultur; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Bildungsentwicklung; Bildungsforschung; Pädagogische Forschung; Case study; Fallstudie; Case Study; Fakultät; Classification system; Klassifikation; Klassifikationssystem; Programmplanung; Privathochschule
Abstract	Building on ecosystem models that examine individuals' development within professional environments (Roxa, 2014; Hannah & Lester, 2009), we explore how campus centers for educational development and research can provide a range of experiences for faculty to learn about scholarship of teaching and learning (SoTL), conduct individual or collaborative -- and sometimes multi-institutional -- SoTL, and go public with their work. Using extended case studies of colleagues who have become increasingly more active in SoTL, we created a typology of the experiences that supported their development. The case studies illustrate that offering a variety of educational development options at different institutional levels and with different time commitments enables developers to meet faculty where they are -- and to provide growth opportunities for deepening SoTL commitments. Our typology can help educational developers prioritize among potential programs by considering the cost-benefit analysis not only for individual faculty but also for micro-, meso-, and macro-level institutional cultures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01