Can SoTL Generate High Quality Research While Maintaining Its Commitment to Inclusivity?

Autor/inn/en	McSweeney, Jill; Schnurr, Matthew
Titel	Can SoTL Generate High Quality Research While Maintaining Its Commitment to Inclusivity?
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 17 (2023) 1, Artikel 4 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Scholarship; Instruction; Learning; Educational Research; Educational Quality; Inclusion; Definitions; Educational Objectives; Research Methodology; Surveys; Data Collection; Research Administration + Suchen Sie Ihr Suchwort? Scholarships; Stipendium; Teaching process; Unterrichtsprozess; Lernen; Bildungsforschung; Pädagogische Forschung; Quality of education; Bildungsqualität; Inklusion; Begriffsbestimmung; Educational objective; Bildungsziel; Erziehungsziel; Research method; Forschungsmethode; Survey; Umfrage; Befragung; Data capture; Datensammlung; Forschungsadministration
Abstract	The Scholarship of Teaching and Learning (SoTL) faces an emerging challenge as it seeks to balance commitments to disciplinary inclusivity and scholarly quality. We undertake a scoping review of 64 articles across three leading SoTL journals to investigate how the literature balances these twin commitments by exploring what questions are being asked, what methods are being used, and how these may be impacting the inferences that are being made within that scholarship. We advocate for a more focused definition of SoTL that can help reinforce its legitimacy within institutional power structures of scholarship, and for partnerships across disciplinary boundaries to be a central pillar of SoTL that is both high quality and disciplinarily inclusive. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01