Chasing Impact: The Tale of Three SoTL Studies

Autor/in	Pechenkina, Ekaterina
Titel	Chasing Impact: The Tale of Three SoTL Studies
Quelle	In: Teaching & Learning Inquiry, 8 (2020) 1, S.91-107 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-4779
Schlagwörter	Scholarship; Instruction; Learning; Program Effectiveness; Scoring Rubrics; Educational Innovation; Educational Improvement; Teacher Improvement; Information Dissemination; Higher Education; Educational Research; Telecommunications; Ownership; Handheld Devices; Blended Learning; Educational Technology; Interdisciplinary Approach; Learner Engagement + Suchen Sie Ihr Suchwort? Scholarships; Stipendium; Teaching process; Unterrichtsprozess; Lernen; Scoring formulas; Auswertungsbogen; Instructional innovation; Bildungsinnovation; Teaching improvement; Unterrichtsentwicklung; Informationsverbreitung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsforschung; Pädagogische Forschung; Telekommunikationstechnik; Eigentum; Unterrichtsmedien; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	This article queries the notion of impact in studies of teaching and learning located within the field of Scholarship of Teaching and Learning (SoTL). Grounded in literature focused on measuring and challenging the impact in SoTL, and primarily on the "what works" question, the author proposes a rubric by which to judge various levels and dimensions of impact achieved in SoTL-focused projects. To operationalize it, the rubric is applied to three completed projects, which while differing in their initial scope and intended outputs were united by a shared goal of improving learning by the means of innovative teaching. By using the rubric to analyze these projects' outputs, strengths and weaknesses of each project's design and evaluation methodology are revealed. Diverse levels and dimensions of impact are identified and discussed. The author invites scholars of teaching and learning to use, test, and critique the rubric in the context of their completed or in-progress studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01