View in EDS

From the Scholarship of Teaching and Learning to the Scholarly Institution: A STEM Perspective

Saved in:
Bibliographic Details
Title: From the Scholarship of Teaching and Learning to the Scholarly Institution: A STEM Perspective
Language: English
Authors: Trevor D. Collins, Diane Butler, Sarah N. Gretton, Neil A. Williams
Source: Teaching & Learning Inquiry. 2025 13.
Availability: 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
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Scholarship, Instruction, Learning, STEM Education, Foreign Countries, Intervention, Rewards, Recognition (Achievement), Conferences (Gatherings), Evidence Based Practice, Educational Practices, Educational Benefits, Higher Education, Teacher Centers
Geographic Terms: United Kingdom
ISSN: 2167-4779
2167-4787
Abstract: There has been a documented increase in SoTL activity, which in the United Kingdom (UK) may be a result of the heightened focus on teaching due to increased regulation and monitoring, competition, changes in the workforce structure, and quality enhancement within the sector. STEM academics specifically face challenges in engaging with SoTL as the methodologies used differ from their discipline training. Offering a STEM perspective, we provide four case studies at the institutional and national level of interventions in STEM teaching to address these challenges, namely: conducting educational research with students as partners, establishing a faculty based SoTL centre, reward and recognition of staff, and the formation of a national SoTL conference for STEM educators. We discuss the extent to which the case studies demonstrate Felten's principles of good scholarship and propose the concept of a "scholarly institution" as one which systematically nurtures and harvests SoTL research (internal and external to the institution) by establishing structures and cultures that foster evidence-informed teaching and learning practices. We conclude that to truly realise the benefits of SoTL, practitioners not only need support to undertake SoTL inquiries, but that the institutions must commit to using SoTL to inform their policies and procedures as well.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490238
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1490238
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1490238
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: From the Scholarship of Teaching and Learning to the Scholarly Institution: A STEM Perspective
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Trevor+D%2E+Collins%22">Trevor D. Collins</searchLink><br /><searchLink fieldCode="AR" term="%22Diane+Butler%22">Diane Butler</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+N%2E+Gretton%22">Sarah N. Gretton</searchLink><br /><searchLink fieldCode="AR" term="%22Neil+A%2E+Williams%22">Neil A. Williams</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Teaching+%26+Learning+Inquiry%22"><i>Teaching & Learning Inquiry</i></searchLink>. 2025 13.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Scholarship%22">Scholarship</searchLink><br /><searchLink fieldCode="DE" term="%22Instruction%22">Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Rewards%22">Rewards</searchLink><br /><searchLink fieldCode="DE" term="%22Recognition+%28Achievement%29%22">Recognition (Achievement)</searchLink><br /><searchLink fieldCode="DE" term="%22Conferences+%28Gatherings%29%22">Conferences (Gatherings)</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Centers%22">Teacher Centers</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2167-4779<br />2167-4787
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: There has been a documented increase in SoTL activity, which in the United Kingdom (UK) may be a result of the heightened focus on teaching due to increased regulation and monitoring, competition, changes in the workforce structure, and quality enhancement within the sector. STEM academics specifically face challenges in engaging with SoTL as the methodologies used differ from their discipline training. Offering a STEM perspective, we provide four case studies at the institutional and national level of interventions in STEM teaching to address these challenges, namely: conducting educational research with students as partners, establishing a faculty based SoTL centre, reward and recognition of staff, and the formation of a national SoTL conference for STEM educators. We discuss the extent to which the case studies demonstrate Felten's principles of good scholarship and propose the concept of a "scholarly institution" as one which systematically nurtures and harvests SoTL research (internal and external to the institution) by establishing structures and cultures that foster evidence-informed teaching and learning practices. We conclude that to truly realise the benefits of SoTL, practitioners not only need support to undertake SoTL inquiries, but that the institutions must commit to using SoTL to inform their policies and procedures as well.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1490238
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1490238
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Scholarship
        Type: general
      – SubjectFull: Instruction
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Rewards
        Type: general
      – SubjectFull: Recognition (Achievement)
        Type: general
      – SubjectFull: Conferences (Gatherings)
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Teacher Centers
        Type: general
      – SubjectFull: United Kingdom
        Type: general
    Titles:
      – TitleFull: From the Scholarship of Teaching and Learning to the Scholarly Institution: A STEM Perspective
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Trevor D. Collins
      – PersonEntity:
          Name:
            NameFull: Diane Butler
      – PersonEntity:
          Name:
            NameFull: Sarah N. Gretton
      – PersonEntity:
          Name:
            NameFull: Neil A. Williams
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 2167-4779
            – Type: issn-electronic
              Value: 2167-4787
          Numbering:
            – Type: volume
              Value: 13
          Titles:
            – TitleFull: Teaching & Learning Inquiry
              Type: main
ResultId 1