Bridging the Divide: Leveraging the Scholarship of Teaching and Learning for Quality Enhancement

Autor/inn/en	Openo, Jason A.; Laverty, Cory; Kolomitro, Klodiana; Borin, Paola; Goff, Lori; Stranach, Matthew; Gomaa, Nahla
Titel	Bridging the Divide: Leveraging the Scholarship of Teaching and Learning for Quality Enhancement
Quelle	In: Canadian Journal for the Scholarship of Teaching and Learning, 8 (2017) 2, Artikel 6 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-2902
Schlagwörter	Scholarship; Instruction; Learning; Educational Improvement; Teaching Methods; Educational Quality; Quality Assurance; Academic Achievement; Foreign Countries; Higher Education; Models; Canada (Calgary) + Suchen Sie Ihr Suchwort? Scholarships; Stipendium; Teaching process; Unterrichtsprozess; Lernen; Teaching improvement; Unterrichtsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; Qualitätssicherung; Schulleistung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell
Abstract	This paper argues a divide exists between quality assurance (QA) processes and quality enhancement, and that the Scholarship of Teaching and Learning (SoTL) can bridge this divide through an evidence-based approach to improving teaching practice. QA processes can trigger the examination of teaching and learning issues, providing faculty with an opportunity to systematically study their impact on student learning. This form of scholarship positions them to take a critical and empowered role in the continuous improvement of student learning experiences and to become full participants in the goal of QA structures. A document analysis of current provincial QA policies in Canada reveals a gap between how teaching and learning challenges are identified and how those challenges are studied and acted upon. A QA report is not the end result of an assurance process. It is the beginning of a change process that is intended to lead to improvements in the student learning experience. The authors consider how SoTL provides a research-minded approach to initiate continuous improvements within a QA framework, and provides considerations for how it might be integrated into evolving provincial frameworks. (As Provided).
Anmerkungen	University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01