https://jmss.org/index.php/TLI/issue/feed Teaching & Learning Inquiry 2019-06-12T13:36:45-06:00 TLI Editorial Manager tli@issotl.com Open Journal Systems <p><em>Teaching &amp; Learning Inquiry</em> publishes articles and reviews on the scholarship of teaching and learning.</p> https://jmss.org/index.php/TLI/article/view/67886 The People Behind the Papers 2019-06-12T13:36:45-06:00 Gary Poole gpoole@mail.ubc.ca Nancy L Chick nchick@rollins.edu Editors' Introduction 2019-03-29T14:36:24-06:00 Copyright (c) 2019 Nancy L Chick, Gary Poole https://jmss.org/index.php/TLI/article/view/57582 Threshold Concepts in Literary Studies 2019-06-12T13:36:44-06:00 Paul T. Corrigan ptcorrigan@gmail.com <p>This essay proposes a series of “threshold concepts” for literary studies: <em>text</em>, <em>meaning</em>, <em>context</em>, <em>form</em>, and <em>reading</em>. Each term carries both commonsense understandings and disciplinary understandings, which differ from each other drastically. The disciplinary understandings entail far “more” than the commonsense ones. Unless such differences are named and explained clearly, unacknowledged commonsense understandings may hinder students ability to learn equally unacknowledged disciplinary understandings. The naming and describing of such contrasting sets of understandings and of the differences between them is an act of disciplinary introspection—a scholarly and pedagogical act vital for understanding and teaching any complex body of knowledge. In addition to proposing threshold concepts for literary studies specifically, then, this essay encourages and offers a model for teacher-scholars in any discipline to undertake the same disciplinary work.</p> 2019-03-29T14:36:25-06:00 Copyright (c) 2019 Paul T. Corrigan https://jmss.org/index.php/TLI/article/view/57533 Faking sociology?: A content analysis of an introductory sociology student photography assignment 2019-06-12T13:36:44-06:00 Stephanie Medley-Rath smedleyr@iuk.edu <p>I analyze student submissions from a photography-based assignment in introductory sociology. In this exploratory study, I address the patterns found in student submissions in order to uncover what sociological concepts students observe in their everyday lives. My primary research question, therefore, is what do introductory sociology students see when they are given few guidelines as to what they “should” see? The intent of this research is to focus on what concepts students identify, not my interpretation of students’ meaning. Students identify a range of concepts, yet tend to focus on broad (e.g., norms) rather than specific (e.g., folkways) or abstract (e.g., sociological imagination) concepts. By analyzing student submissions across semesters, I can illuminate where students are successful and where they are struggling. Moreover, this analysis demonstrates that students are superficially meeting the standards of the assignment, but it is still unclear whether students are demonstrating a grasp of sociological knowledge or relying on pre-existing common-sense knowledge to complete the assignment. </p> 2019-03-29T14:36:27-06:00 Copyright (c) 2019 Stephanie Medley-Rath https://jmss.org/index.php/TLI/article/view/57523 Mapping Assets: High Impact Practices and the First Year Experience 2019-06-12T13:36:44-06:00 Shelly Wismath wismaths@uleth.ca Jan Newberry jan.newberrry@uleth.ca <p>This paper describes a course called <em>The First Year Experience: Mapping our Communities</em><strong><em> </em></strong>designed around<strong><em> </em></strong>a theme of asset mapping, which allowed us to organically integrate a number of pedagogical goals with a number of high-impact practices. The mapping metaphor extended from physical mapping of the university campus as a space to the mapping of academic and social resources, including mapping of the students’ sense of self and goals, their new environment and all the assets available to help them succeed. The theme of asset mapping also encompassed different world views and the concepts of perspective and positionality to provide students with a critical perspective on their own understanding and its limits. Our research assesses the success of this course at meeting its many intertwined goals, based on both quantitative and qualitative data collected from students in two recent course offerings.</p> 2019-03-29T14:36:28-06:00 Copyright (c) 2019 Shelly Wismath, Jan Newberry https://jmss.org/index.php/TLI/article/view/57543 Development of a New Framework to Guide, Assess, and Evaluate Student Reflections in a University Sustainability Course 2019-06-12T13:36:44-06:00 Kate Whalen whalenk@mcmaster.ca Antonio Paez paezha@mcmaster.ca <span>Many institutions of higher education increasingly place a focus on various forms of experiential education. While much work has been done in this and related areas, the resources currently available are not sufficient to effectively guide, assess, and evaluate student learning. Personal reflections can be used as a tool to assess student learning through experience. However, guiding students through the process, assessing their work, and providing an evaluation presents challenges for educators. A new framework, a robust rubric, and a guide that students and evaluators can use to support experiential learning through reflection are provided. The framework and resources are based on a grounded investigation of student reflections, which were compared to various evaluation models from the literature. The resources discussed in this paper have already been used in practice for over four years and with over 1,000 students. The purpose of this paper is to describe the journey leading to the development of this framework, to provide a description of the rubric and guide, and to share the lessons learned. This framework and accompanying materials will hopefully be a useful resource for instructors and students wishing to support reflection and experiential learning.</span> 2019-03-29T14:36:30-06:00 Copyright (c) 2019 Kate Whalen, Antonio Paez https://jmss.org/index.php/TLI/article/view/57552 Do personality traits matter? A comparative study of student preferences for TLAs and assessment modes in two different majors 2019-06-12T13:36:44-06:00 Annika Maria Fjelkner annika.fjelkner@hkr.se Andreas Hakansson andreas.hakansson@hkr.se Pia Rosander pia.rosander@hkr.se <p>What, then, do we need to know about our students to better provide for more equitable outcomes? Who will succeed depend on many factors, and student personality traits is one factor less discussed in the engagement and First year experience literature. The aim of this study is to add to the teaching in higher education discussion by exploring how student differ regarding personality traits profile (IPIP-NEO-PI test; Goldberg, 1999), approaches to learning (R-SPQ-2F test; Biggs, Kember &amp; Leung, 2001), and preference for teaching and learning activites and assessment modes. The on-line survey study was carried out in a small, teaching intensive Swedish university on students in a Business (<em>n</em>=144) and Pre-school teacher education program (<em>n</em>=179). Findings were that there seem to be systematic differences between the types of modes preferred, and also significant differences between the two majors regarding learning approach, motive and strategy. Findings are discussed in relation to Jarvis’ (2010) model of learning and disjuncture, Biesta’s (2005) discussion on educational relationships and risk, and Trowler’s (2008) concept of teaching and learning regimes (TLRs). There are two clear risks that teachers and curriculum developers face. First, teachers who are new or come from a different TLR may face the risk of alienating students and exposing them to extreme anxiety if using TLAs and assessment modes students are uncomfortable with and unused to. Second, teachers and curriculum developers run the risk of <em>not</em> challenging students enough, thus depriving them of valuable learning experiences.</p> 2019-03-29T14:36:31-06:00 Copyright (c) 2019 Annika Maria Fjelkner, Andreas Hakansson, Pia Rosander https://jmss.org/index.php/TLI/article/view/57561 Canadian Undergraduates' Reports of Co-curricular Involvement Across the Degree 2019-06-12T13:36:44-06:00 Tanya Martini tmartini@brocku.ca Ryan Verby-Verutis tmartini@brocku.ca Jill Grose jgrose@brocku.ca Brad Clarke bclarke@brocku.ca Amy Elder aelder@brocku.ca <p>The present study investigated university student beliefs and behaviours with respect to co-curricular activities among incoming (n=983), mid-degree (n=173), and graduating (n=1006) students. When asked about their most significant learning experiences during their time at university, graduating students were more likely to report on co-curricular activities than those related to coursework. However, participation in co-curricular activities was not related to graduating students’ feelings of preparedness to undertake a job search or apply for post-graduate education. Incoming students reported clear intentions to participate in some types of co-curricular activities (e.g., volunteering, intramural sports, clubs) but were more uncertain about others (e.g., events or activities related to global awareness, or diversity and inclusion). Parallel findings were observed with respect to actual co-curricular involvement among mid-degree and graduating students. This research is discussed in the context of university efforts to promote co-curricular activities to students in order to develop career ready transferrable skills, and the relevance of particular patterns of involvement to the current job market.</p> 2019-03-29T14:36:33-06:00 Copyright (c) 2019 Tanya Martini, Ryan Verby-Verutis, Jill Grose, Brad Clarke, Amy Elder https://jmss.org/index.php/TLI/article/view/57534 Creative Innovation Takes a (Team Teaching) Family 2019-06-12T13:36:44-06:00 Rebecca Pope-Ruark rruark@elon.edu Phillip Motley pmotley@elon.edu William Moner wmoner@elon.edu <p> Team teaching can be a valuable means of enabling cross-disciplinary collaboration, interdisciplinary study, and pedagogical innovation, but the logistical and intellectual challenges can seem too daunting to overcome. In this essay, we share the story of how four faculty members from professional writing, communications, and computing sciences developed a team teaching “family” as we imagined, created, launched, and ran an innovative experiential learning program at our university. The Design Thinking Studio in Social Innovation is a semester-long program worth four full courses of credit which brought us together with 14 intrepid students from across the university to learn and apply design thinking, Scrum project management, and social innovation theories to a large-scale civic engagement project. Here we explore the faculty lived experience during the pilot semester and how our teach teaching family was crucial to our personal and professional success in this high-stress environment. We then offer tips for creating your own team teaching “family.”</p> 2019-03-29T14:36:40-06:00 Copyright (c) 2019 Rebecca Pope-Ruark, Phillip Motley, William Moner https://jmss.org/index.php/TLI/article/view/57565 The Importance of Perceived University Life Balance, Hours per Week Engaged in Academic Activities, and Academic Resourcefulness 2019-06-12T13:36:44-06:00 Deborah J Kennett dkennett@trentu.ca Maureen J Reed mreed@psyc.ryerson.ca Tasmine R VandenBerg tasminevandenberg@trentu.ca <p><span style="font-size: medium;">The University Life Experience (ULE) scale was created to determine how students utilize their time between academic (class and preparatory) and non-academic (work, social, leisure, and health) activities. In addition to the ULE, 239 undergraduate students completed inventories assessing academic resourcefulness, academic self-efficacy, and university adaptation and satisfaction, along with single item questions asking about perceived academic and non-academic balance and commitment to completing one’s degree. Results indicated that total number of hours spent per week in various <em>non-academic</em></span><span style="font-size: medium;"> activities was unrelated to most of the variables including academic hours, whereas the number of hours spent per week in </span><em><span style="font-size: medium;">academic</span></em><span style="font-size: medium;"> activities was positively associated with the psychosocial variables and a unique predictor of academic resourcefulness and cumulative grades. Moreover, academic resourcefulness was observed to moderate the relationship between perceived balance and academic hours, such that the average number of hours spent engaged in academic activities per week was greater for students scoring high in academic resourcefulness regardless of whether they had low or high perceptions of balance, especially compared to those students who scored low in both academic resourcefulness and perceived balance. The results suggest that teaching students requisite academic resourcefulness skills to deal with academic challenges assists them in increasing focus on their academic studies as opposed to non-academic activities.</span></p> 2019-03-29T14:36:35-06:00 Copyright (c) 2019 Deborah J Kennett, Maureen J Reed, Tasmine R VandenBerg https://jmss.org/index.php/TLI/article/view/57586 Citizens of the Teaching Commons: The Rise of SoTL among US Professors of the Year, 1981-2015 2019-06-12T13:36:44-06:00 Mary Huber huber@carnegiefoundation.org <p>ABSTRACT From 1981 to 2015, the US Professors of the Year program recognized 101 college and university teachers as national winners in its annual competition for faculty who demonstrated “extraordinary dedication to undergraduate teaching.” Their dossiers provide a window onto the leading edge of teaching and educational leadership over a critical thirty-five years when innovative faculty nationwide sought to engage a more diverse set of students, enliven the teaching repertoires of their fields, develop new media for instruction, and encourage more active learning in their classrooms and beyond. But that is not all. As the pace of pedagogical change picked up, so too did the level of engagement with colleagues both on and beyond campus on educational issues. The roster of national winners has always included authors of text-books and other materials, but as time went on, a growing number were also making their approaches to pedagogical problems public through workshops, conference presentations, and publications. Increasingly engaged in the scholarship of teaching and learning, the US Professors of the Year reflect the emergence of a new view of the nature and source of teaching expertise and of what it means to be a “citizen” of the teaching commons.</p> 2019-03-29T14:36:36-06:00 Copyright (c) 2019 Mary Huber https://jmss.org/index.php/TLI/article/view/57538 Phenomenology as a methodology for Scholarship of Teaching and Learning research 2019-06-12T13:36:44-06:00 Andrea Webb andrea.webb@ubc.ca Ashley J Welsh ashley.welsh@ubc.ca <p style="margin-top: .1pt; margin-right: 0cm; margin-bottom: .1pt; margin-left: 0cm;"><span style="font-size: 12.0pt; font-family: 'Times New Roman'; color: black;" lang="EN-US">The Scholarship of Teaching and Learning (SoTL) is a rich forum where scholars from different fields and philosophical orientations find space to share their research on teaching and learning in higher education. Within this paper, we will share our individual and collective experiences of why we perceive phenomenology as a methodology well-suited for a broad range of SoTL purposes. Phenomenology is a research approach that focuses on describing the common meaning of the lived experience of several individuals about a particular phenomenon. We will discuss how phenomenology informed our own SoTL research projects, exploring the experiences of faculty and undergraduates in higher education. We will highlight the challenges and affordances that emerged from our use of this methodology. Phenomenology has motivated us to tell our stories of SoTL research and within those, to share the stories that faculty and students shared.</span></p> 2019-03-29T14:36:38-06:00 Copyright (c) 2019 Andrea Webb, Ashley J Welsh https://jmss.org/index.php/TLI/article/view/57580 The First Person 2019-06-12T13:36:44-06:00 Helen Sword h.sword@auckland.ac.nz <p>In this playful meditation on academic pronouns, I report on my research findings from three separate studies: a 2007 analysis of pronoun usage patterns in recent higher education articles; a 2017 analysis of pronoun usage patterns in <em>Teaching and Learning Inquiry </em>since the founding of the journal in 2013; and an updated 2017 analysis of the same five higher education journals examined a decade earlier. You may be surprised by the results. However, we are not inclined to reveal the whole story here in the abstract. It is the conviction of the author that the present article must be read in its entirety in order to be fully appreciated. </p> 2019-03-29T14:36:42-06:00 Copyright (c) 2019 Helen Sword https://jmss.org/index.php/TLI/article/view/61815 “Sitting at the edge of (most) disciplines: Contemplating the contemplative in classroom practice”, A review of The Contemplative Mind in the Scholarship of Teaching and Learning, Patricia Owen-Smith, Indiana University Press, 2018. 2019-06-12T13:36:44-06:00 Huang Hoon Chng pvochh@nus.edu.sg NA 2019-03-29T14:36:43-06:00 Copyright (c) 2019 Huang Hoon Chng https://jmss.org/index.php/TLI/article/view/57599 Review of the SoTL a guide for scientists, engineers and mathematicians 2019-06-12T13:36:44-06:00 Earle Derek Abrahamson Earle1@uel.ac.uk NA 2019-03-29T14:36:48-06:00 Copyright (c) 2019 Earle Derek Abrahamson