SoTL and the Humanities: Navigating Tensions, Realizing Possibilities

Autor/inn/en	Little, Deandra; Donnelli-Sallee, Emily; Michael, Renee
Titel	SoTL and the Humanities: Navigating Tensions, Realizing Possibilities
Quelle	In: Teaching & Learning Inquiry, 9 (2021) 2, (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-4779
Schlagwörter	Scholarship; Instruction; Learning; Humanities; Portfolios (Background Materials); Intellectual Disciplines; Epistemology; Writing Processes; Educational Practices; College Faculty; Inquiry; Teacher Collaboration; Curriculum Design; Writing for Publication + Suchen Sie Ihr Suchwort? Scholarships; Stipendium; Teaching process; Unterrichtsprozess; Lernen; Geisteswissenschaften; Humanwissenschaften; Erkenntnistheorie; Bildungspraxis; Fakultät; Lehrerkooperation; Lehrplangestaltung
Abstract	In this article, we share themes and tensions experienced by humanities faculty undertaking a scholarship of teaching & learning (SoTL) project as part of a multi-campus, grant-funded initiative. Faculty participants in the project iteratively transformed a course to improve one or more aspects of their students' learning over a three-year period and documented the process and results in a course portfolio. To support their individual and collaborative work, each of the four campuses had a local leader, and participants met regularly with campus teams, convening with the full group annually for cross-campus knowledge exchange and peer review. At the project conclusion campus leaders gathered participant reflections and discovered a pattern of tensions that included: disciplinary ways of knowing, ways to represent knowing, and ways of writing and sharing. These tensions are similar to those identified elsewhere and can be potential impediments to this work for some in the humanities. Explicitly addressing those potential tensions while helping faculty see how their own disciplinary approaches can help them investigate their course practices is a useful first step toward more contributions from humanities scholars. (As Provided).
Anmerkungen	University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01