SoTL Support at the "Best" Undergraduate Teaching Institutions

Autor/inn/en	Gansemer-Topf, Ann M.; Mendee, Amarjargal; Liang, Yiqi; Kensington-Miller, Barbara; Alqahtani, Naifa
Titel	SoTL Support at the "Best" Undergraduate Teaching Institutions
Quelle	In: Innovative Higher Education, 48 (2023) 6, S.991-1007 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gansemer-Topf, Ann M.) ORCID (Mendee, Amarjargal) ORCID (Liang, Yiqi) ORCID (Kensington-Miller, Barbara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1007/s10755-023-09657-6
Schlagwörter	Scholarship; Instruction; Learning; Educational Quality; Teacher Effectiveness; Research Universities; Teacher Centers; Postsecondary Education + Suchen Sie Ihr Suchwort? Scholarships; Stipendium; Teaching process; Unterrichtsprozess; Lernen; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Forschungseinrichtung; Teacher centres; Lehrerzentrum; Post-secondary education; Tertiäre Bildung
Abstract	The scholarship of teaching and learning (SoTL), whose primary purpose is to improve teaching and learning, has a powerful potential to strengthen educational quality in postsecondary institutions, yet the relationship between a single institution's teaching effectiveness and SoTL support is understudied. We examined evidence for SoTL support at 78 research institutions identified for "best teaching" to address this gap. Our findings paint an ambiguous picture of this relationship: over 80% of institutions had some evidence of SoTL support, but less than 20% of institutions formally identified SoTL within their faculty handbooks. Institutions provided several different types of support (e.g., electronic resources, grant support, SoTL learning communities); large, public institutions were most likely to offer more and a wider variety of support than smaller, private institutions. Most SoTL evidence was found within an institution's center for teaching and learning (CTLs), illustrating the important role of these centers in supporting SoTL efforts. Almost three quarters of institutions ranked in the first tier best teaching provided support through a CTL, but they were less likely than their peers in the second tier to acknowledge SoTL in their faculty handbook. Overall, institutions provided support for SoTL but we could not identify a clear connection between SoTL evidence and teaching and learning quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01