The Scholarship of Teaching and Learning as Collaborative Working: A Case Study in Shared Practice and Collective Purpose
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| Title: | The Scholarship of Teaching and Learning as Collaborative Working: A Case Study in Shared Practice and Collective Purpose |
|---|---|
| Language: | English |
| Authors: | Kahn, Peter, Goodhew, Peter, Murphy, Matt, Walsh, Lorraine |
| Source: | Higher Education Research and Development. 2013 32(6):901-914. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Scholarship Funds, Teaching Methods, Learning Processes, Engineering Education, Departments, Communities of Practice, Case Studies, Networks, Educational Change, Cooperation, College Faculty, Teacher Attitudes, Foreign Countries |
| Geographic Terms: | United Kingdom (Liverpool) |
| DOI: | 10.1080/07294360.2013.806439 |
| ISSN: | 0729-4360 |
| Abstract: | The Scholarship of Teaching and Learning (SoTL) has yet to fully enter the mainstream of life in higher education. In this case study, we consider a specific network focused on the reform of engineering education. The network involves global collaboration within the discipline of Engineering and is based around curricular activity that affects entire departments or groups of staff. We suggest that SoTL should pay greater attention to collaboration that addresses substantive disciplinary purposes, further embodying these purposes through spaces, motivations and capacities for action in the disciplinary and departmental setting. We frame our argument around a theoretical model of collaborative working in higher education and go on to offer a synoptic overview of ways to articulate common purpose around teaching and learning at large. Our account highlights potential drivers for such collaborative activity in other settings. In this way, we offer a means for others to develop the collective commitments, structures and understanding needed to mainstream SoTL within specific disciplinary or departmental settings. |
| Abstractor: | As Provided |
| Number of References: | 39 |
| Entry Date: | 2014 |
| Accession Number: | EJ1023692 |
| Database: | ERIC |
| Abstract: | The Scholarship of Teaching and Learning (SoTL) has yet to fully enter the mainstream of life in higher education. In this case study, we consider a specific network focused on the reform of engineering education. The network involves global collaboration within the discipline of Engineering and is based around curricular activity that affects entire departments or groups of staff. We suggest that SoTL should pay greater attention to collaboration that addresses substantive disciplinary purposes, further embodying these purposes through spaces, motivations and capacities for action in the disciplinary and departmental setting. We frame our argument around a theoretical model of collaborative working in higher education and go on to offer a synoptic overview of ways to articulate common purpose around teaching and learning at large. Our account highlights potential drivers for such collaborative activity in other settings. In this way, we offer a means for others to develop the collective commitments, structures and understanding needed to mainstream SoTL within specific disciplinary or departmental settings. |
|---|---|
| ISSN: | 0729-4360 |
| DOI: | 10.1080/07294360.2013.806439 |
