文章基本信息

标题：SoTL and the HumanitiesNavigating Tensions, Realizing Possibilities
本地全文：下载
作者：Deandra Little ; Emily Donnelli-Sallee ; Renee Michael 等
期刊名称：Teaching & Learning Inquiry: The ISSOTL Journal
印刷版ISSN：2167-4779
电子版ISSN：2167-4787
出版年度：2021
卷号：9
期号：2
DOI：10.20343/teachlearninqu.9.2.14
语种：English
出版社：University of Calgary
摘要：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.
关键词：SoTL;Humanities;course portfolios;student learning