SoTL and Students' Experiences of Their Degree-Level Programs: An Empirical Investigation

Autor/inn/en	Matthews, Kelly E.; Divan, Aysha; John-Thomas, Nicole; Lopes, Valerie; Ludwig, Lynn O.; Martini, Tanya S.; Motley, Phillip; Tomljenovic-Berube, Ana M.
Titel	SoTL and Students' Experiences of Their Degree-Level Programs: An Empirical Investigation
Quelle	In: Teaching & Learning Inquiry, 1 (2013) 2, S.75-89 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-4779
Schlagwörter	Scholarship; Instruction; Learning; Higher Education; Academic Degrees; Literature Reviews; Teaching Methods; Journal Articles; Learning Processes; Periodicals; Inquiry; Curriculum; Student Experience; Student Attitudes; Curriculum Development; Coding; Educational Methods + Suchen Sie Ihr Suchwort? Scholarships; Stipendium; Teaching process; Unterrichtsprozess; Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Teaching method; Lehrmethode; Unterrichtsmethode; Journal article; Zeitschriftenaufsatz; Learning process; Lernprozess; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Curricula; Lehrplan; Rahmenplan; Studienerfahrung; Schülerverhalten; Curriculum; Development; Curriculumentwicklung; Entwicklung; Codierung; Programmierung; Educational method; Erziehungsmethode
Abstract	In the global higher education sector, government accountability initiatives are increasingly focused on degree-level competencies that may be expected from university graduates. The purpose of this paper was to examine the extent to which SoTL reflects this increased interest in student learning across the degree program. Articles (N = 136) published in three international SoTL journals, over the past three years, were systematically reviewed using a framework that concentrated on the extent to which they reflected a focus of (a) teaching-emphasis versus learning-emphasis and (b) unit-level (subject, course) versus degree-/program-level. Our analysis indicated that the majority of SoTL publications (47%) were focused at the level of a single unit with an emphasis on teaching practice; in contrast, only a small minority of SoTL publications (9%) were focused at the level of the overall degree with an emphasis on learning processes. Drawing on our review, we highlight SoTL publications that exemplify the inquiry into student learning at the level of the degree program and offer questions to guide future SoTL inquiries. (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: http://tlijournal.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01