Teaching & Learning Inquiry https://journalhosting.ucalgary.ca/index.php/TLI <p><em>Teaching &amp; Learning Inquiry</em> publishes articles and reviews on the scholarship of teaching and learning.</p> Libraries and Cultural Resources, University of Calgary en-US Teaching & Learning Inquiry 2167-4779 TLI's Trajectory of Tradition and Change https://journalhosting.ucalgary.ca/index.php/TLI/article/view/68901 Nancy Chick Katarina Mårtensson Copyright (c) 2019 Nancy Chick; Katarina Martensson https://creativecommons.org/licenses/by/4.0 2019-09-16 2019-09-16 7 2 1 2 10.20343/teachlearninqu.7.2.0 Visions of the Possible: Engaging with Librarians in SoTL https://journalhosting.ucalgary.ca/index.php/TLI/article/view/58432 <p>This article encourages thoughtful discussion on cross-disciplinary partnerships among those researchers, practitioners, and librarians engaged in the Scholarship of Teaching and Learning. Through personal experiences, examples from the literature, and the goal of meaningful collaboration, the authors describe four models of engagement with librarians in the Scholarship of Teaching and Learning. We propose that it is time for the Scholarship of Teaching and Learning and its practitioners to more fully engage with librarians because they bring complementary perspectives, powerful areas of expertise, and significant insights into students’ learning experiences.</p> Caitlin McClurg Margy MacMillan Nancy Chick Copyright (c) 2019 Caitlin McClurg, Margy MacMillan, Nancy Chick https://creativecommons.org/licenses/by/4.0 2019-09-16 2019-09-16 7 2 3 13 10.20343/teachlearninqu.7.2.1 Legitimating Reflective Writing in SoTL: “Dysfunctional Illusions of Rigor” Revisited https://journalhosting.ucalgary.ca/index.php/TLI/article/view/57571 <p>In a classic 2010 article, Craig Nelson critiques his own previously held “dysfunctional illusions of rigor” that for years had constrained his teaching. He demonstrates that certain “rigorous” pedagogical practices disadvantage rather than support learners, and he argues for an expansion of what counts as legitimate pedagogical approaches. We evoke Nelson’s assertions to make a parallel argument regarding the traditional conventions of academic discourse. While formal scholarly writing may be well suited to capturing some of the outcomes of the Scholarship of Teaching and Learning (SoTL), these genres can also be exclusive; inadequate to the task of conveying the complex, incomplete, and messy aspects of the work; and neither interesting nor accessible to those who are not required to produce or to read publications focused on the Scholarship of Teaching and Learning. We propose that reflective writing be legitimated as a form of writing for SoTL, and we use examples from a growing body of reflective writing about pedagogical partnership to illustrate our points. Echoing Nelson, we offer four reasons for this expansion of legitimacy: (1) the process of reflection is an essential component of learning; (2) reflective writing captures the complexity of learning; (3) reflection is an accessible form of writing for both new and experienced SoTL authors; and (4) reflective writing is accessible to a wide range of readers. We conclude by emphasizing the potential of including reflective writing among those modes of analysis valued in SoTL to expand what counts as rigor in the construction and representation of knowledge about teaching and learning.</p> Alison Cook-Sather Sophia Abbot Peter Felten Copyright (c) 2019 Alison Cook-Sather, Sophia Abbot, Peter Felten https://creativecommons.org/licenses/by/4.0 2019-09-16 2019-09-16 7 2 14 27 10.20343/teachlearninqu.7.2.2 Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals https://journalhosting.ucalgary.ca/index.php/TLI/article/view/57600 <p>There are many general books and articles on publishing in peer-reviewed journals, but few specifically address issues around writing for journals focused on the Scholarship of Teaching and Learning (SoTL). One of the challenges of beginning to write about teaching and learning is that most scholars have become interested in exploring these issues in higher education alongside their disciplinary interests and have to grapple with a new literature and sometimes unfamiliar methods and genres, as well. Hence, for many, as they write about their projects, they are simultaneously forging their identities as scholars of teaching and learning. We discuss the process of producing four types of SoTL-focused writing for peer-reviewed journals: empirical research articles, conceptual articles, reflective essays, and opinion pieces. Our goal is to support both new and experienced scholars of teaching and teaching—faculty/academics, professional staff, and students—as they nurture and further develop their voices and their identities as scholars of teaching and learning and strive to contribute to the enhancement of learning and teaching in higher education. We pose three related sets of overarching questions for consideration when writing about teaching and learning for peer-reviewed journals and offer heuristic frameworks for publishing in the four specific writing genres listed above. We also discuss how to get started with writing, preparing to submit, and responding to reviewers, focusing on the importance of contributing to and creating scholarly conversations about teaching and learning. Finally, using the metaphor of being in conversation, we argue that writing is a values-based process that contributes to the identity formation of scholars of teaching and learning and their sense of belonging within the SoTL discourse community.</p> Mick Healey Kelly E Matthews Alison Cook-Sather Copyright (c) 2019 Mick Healey, Kelly E Matthews, Alison Cook-Sather https://creativecommons.org/licenses/by/4.0 2019-09-16 2019-09-16 7 2 28 50 10.20343/teachlearninqu.7.2.3 Dialogue: In Conversation with Elizabeth Minnich https://journalhosting.ucalgary.ca/index.php/TLI/article/view/68628 <p>At the conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL) in Bergen, Norway (October 2018), we were privileged to have heard a lecture by Elizabeth Minnich, “People who are not thinking are capable of anything: What are students learning, how are students learning it, and does it make them better people?”</p> <p>In November 2018, as a follow-up to the lecture, Chng Huang Hoon (then ISSOTL vice president, Asia Pacific) invited the ISSOTL community to pose the questions to Professor Minnich. Questions from four members—John Draeger, Torgny Roxå, Johan Geertsema, and Chng Huang Hoon—were received. Professor Minnich emailed her responses to each question, and over the next six months there ensued several email exchanges between each contributor and Professor Minnich, which resulted in the first draft of this conversation. With the help of the above contributors, Huang Hoon wove the separate pairs of exchanges into this conversation, which not only addresses points in her keynote in Bergen but also discusses issues in her works.</p> <p><em>Teaching &amp; Learning Inquiry</em> has generously provided this platform for sharing the conversation. We hope <em>TLI</em> readers will benefit from this effort and we welcome readers to continue the discussion.</p> Huang Hoon Chng Copyright (c) 2019 Huang Hoon Chng https://creativecommons.org/licenses/by/4.0 2019-09-16 2019-09-16 7 2 51 72 10.20343/teachlearninqu.7.2.4 What’s in a Name? Unpacking Students’ Roles in Higher Education through Neoliberal and Social Justice Lenses https://journalhosting.ucalgary.ca/index.php/TLI/article/view/61620 <p>There has been an increase in research and practice exploring how students can gain agency to shape their higher education experiences. Numerous terms evoking certain metaphors have entered the discussions around engaging students, from students as consumers or producers, to students as creators, partners, or change agents. There is scope within the evolving literature to explore the differentiations between these metaphors and the ways that underlying assumptions ultimately shape our practices and research. We unpack the five metaphors frequently used to redefine students’ roles in higher education. We then engage in a dialogue across differences, highlighting how our own two distinct perspectives on student engagement—grounded in neoliberalism and social justice—align, overlap, differ, and provide constraints or affordances for student engagement. We offer a critical and reflective commentary questioning the drivers of students’ changing roles in higher education in the hope of inviting others into generative dialogue toward expanding the evolving field of student engagement.</p> Mollie Dollinger Lucy Mercer-Mapstone Copyright (c) 2019 Mollie Dollinger, Lucy Mercer-Mapstone https://creativecommons.org/licenses/by/4.0 2019-09-16 2019-09-16 7 2 73 89 10.20343/teachlearninqu.7.2.5 Strata and Strategies of Teaching about the Global “Other” Using Critical Feminist Pedagogical Praxis https://journalhosting.ucalgary.ca/index.php/TLI/article/view/57527 <p>In this article, I analyze the way “globalization” is deployed in US universities as a value addition. I explore issues of teaching about the global “Other,” the “third world,” and other unfamiliar, objectified spaces. Through critical discourse analysis of syllabi, I outline some representational and pedagogical trends. I also draw from my experience of teaching undergraduate-level globalization-focused courses, including courses on transnational feminisms, international literature, social movements, migrations, and socioeconomic exchanges. Teaching about “the other” often leads to a multiplier effect of othering within the classroom. Using transnational feminist perspectives, I argue that teaching such classes on “global,” “transnational,” or “international” women, gender, sexuality, and feminisms requires decentering not just of dominant paradigms but also of oneself as purveyor of insider or global knowledge. I also argue, as have many others before me, that a classroom can serve as a site for epistemic injustices and colonizing acts; we must attempt to find ways in which such neocolonial damages can be mitigated. This article is an exercise in finding some ways to decenter and decolonize dominant discourses on the global Other and suggest critical and compassionate pedagogical strategies.</p> Debjani Chakravarty Copyright (c) 2019 Debjani Chakravarty https://creativecommons.org/licenses/by/4.0 2019-09-16 2019-09-16 7 2 90 105 10.20343/teachlearninqu.7.2.6 Transgressive Learning Communities: Transformative Spaces for Underprivileged, Underserved, and Historically Underrepresented Graduate Students at Their Institutions https://journalhosting.ucalgary.ca/index.php/TLI/article/view/57535 <p>In this article, we propose a new vision of educational development that reimagines how graduate instructors are socialized and professionalized in academic settings. We describe a transgressive learning community that empowers graduate instructors with tools to reveal, mitigate, and disrupt oppressive structures in higher education. Our learning community is founded on critical race and feminist conceptualizations of pedagogical inquiry in its design, implementation, and assessment to serve underprivileged, underserved, and historically underrepresented graduate students. We argue that the intersections of marginalized and graduate student identities create distinct experiences of discrimination, marginalization, tokenism, isolation, and impostor syndrome due to a lack of sustained teaching mentorship within the academy. The transgressive learning community model that we propose in this article functions to create spaces of transgressive and transformational pedagogical engagement for graduate students who exist at the intersections of these identities.</p> Leslie E. Drane Jordan Y. Lynton Yarí E. Cruz-Rios Elizabeth Watts Malouchos Katherine D. Kearns Copyright (c) 2019 Yarí E. Cruz-Rios, Leslie E. Drane, Katherine D. Kearns, Jordan Y. Lynton, Elizabeth Watts Malouchos https://creativecommons.org/licenses/by/4.0 2019-09-16 2019-09-16 7 2 106 120 10.20343/teachlearninqu.7.2.7 Student Perceptions of the ‘Best’ Feedback Practices: An Evaluation of Student-Led Teaching Award Nominations at a Higher Education Institution. https://journalhosting.ucalgary.ca/index.php/TLI/article/view/57559 <p>There is great emphasis in contemporary higher education to address the seemingly consistent issue of what students perceive to be good assessment feedback practice. Improving this aspect of the student experience continues to elude higher education institutions, as reflected in the nationally lower than average scores in the United Kingdom’s annual National Student Survey questions on prompt feedback, which makes this a timely area for further investigation and discussion. To investigate student perceptions of feedback, this article examines the qualitative data from three years of student-led teaching awards nominations at the University of Winchester for the category "Best Lecturer for Constructive and Efficient Feedback." From this study, new revelations with regard to the student perception of the “best” lecturers’ feedback practices have come to light, including terminology, language, and emphasis on email turnaround, rather than the actual format of the feedback itself (such as handwritten, audio, e-submission). Key findings include that students focus on the quality of the linguistic elements of feedback rather than the mode of delivery. The study also finds that students are often perceiving feedback in a literal sense, with many staff nominated based on their informal email responses rather than the formal assignment feedback often attributed to this question in the National Student Survey. In order to tease out the repetitive emerging themes for which practices students are perceiving to be “good” feedback, this article outlines the findings of this study, including the methodology and nomination process of the student-led teaching awards at the University of Winchester.</p> Tom Lowe Cassie Shaw Copyright (c) 2019 Tom Lowe, Cassie Shaw https://creativecommons.org/licenses/by/4.0 2019-09-16 2019-09-16 7 2 121 135 10.20343/teachlearninqu.7.2.8 Interpreting Students' Experiences with Academic Disappointments Using Resourcefulness Scores as a Lens https://journalhosting.ucalgary.ca/index.php/TLI/article/view/57568 <p>Most postsecondary students have to deal with academic disappointments at some point in time, with many of them succumbing to their anxieties and failing to learn from these lived experiences. Our study aimed to understand why and how disappointments unfolded in a sample of 20 undergraduate students, using a design whereby interview text was concurrently analyzed across the continuum of learned resourcefulness measured using Rosenbaum’s Self-Control Schedule in conjunction with an inductive, data-driven coding and theme-generation perspective. Reasons for attending university, attributional style, coping and learning, and perceptions of others markedly differed for high- and low- resourcefulness scorers. Whereas high-resourceful scorers used academic disappointments as a motivator to engage in more effort and problem-solving strategies, low scorers ruminated and tried to forget about them. Suggestions are provided on ways to effectively help students become more resourceful and in control of their studies.</p> Rebecca D Martin Deborah J Kennett Copyright (c) 2019 Rebecca D Martin, Deborah J Kennett https://creativecommons.org/licenses/by/4.0 2019-09-16 2019-09-16 7 2 136 153 10.20343/teachlearninqu.7.2.9 Flipped vs. Traditional: An Analysis of Teaching Techniques in Finance and Psychology https://journalhosting.ucalgary.ca/index.php/TLI/article/view/57588 <p>Recently there has been a surge of interest in technology-aided teaching strategies such as the flipped classroom. Given the growing interest in these techniques, it is important to critically evaluate their effectiveness and to begin to examine factors that might shape how effective the flipped classroom will be in a given educational setting. Although most existing research on the flipped classroom suggests an advantage of the flipped approach over a more traditional lecture approach, most of this research has been conducted in a single educational setting at a time and in ways that preclude definitive conclusions about the relative effectiveness of the flipped approach. We present the results of a study that addressed many of these methodological limitations and compared the effectiveness of the flipped approach to a traditional lecture approach across two semesters in courses from two different disciplines, finance and psychology. We found that the effectiveness of the flipped versus the traditional approach varied across the two courses. In particular, in the psychology courses the flipped approach resulted in superior performance on quizzes administered immediately after exposure to course material, but resulted in similar performance on exams administered some time after initial exposure. In contrast, in the finance courses the flipped approach resulted in similar performance on immediately administered quizzes, but superior performance on later-administered exams. These results contribute to the burgeoning literature on the flipped classroom both by addressing methodological limitations found in previous work and by identifying some of the specific conditions under which the flipped approach may be a good pedagogical choice.</p> Michael Robert Andreychik Valeria Martinez Copyright (c) 2019 Michael Robert Andreychik, Valeria Martinez https://creativecommons.org/licenses/by/4.0 2019-09-16 2019-09-16 7 2 154 167 10.20343/teachlearninqu.7.2.10 The Effects of Immersive Simulation on Targeted Collaboration Skills among Undergraduates in Special Education https://journalhosting.ucalgary.ca/index.php/TLI/article/view/57526 <p>The use of immersive simulation as a pedagogical tool has great potential for making a significant impact on student learning in higher education. In this study, the effect of immersive simulation was evaluated for a cohort of undergraduate special education majors. The investigation aimed to determine whether facilitating an immersive co-planning simulation would have an impact on targeted collaboration skills and whether vicarious observational learning would occur for students who observed the simulation. Pre-service teachers in special education were evaluated by their peers on their ability to demonstrate knowledge of (1) co-teaching and co-planning, (2) professional communication, and (3) supports for students with disabilities. The results indicate that they did a better job of facilitating a co-planning session after having first practiced doing so via immersive simulation during a previous class session. It was also discovered that vicarious observational learning during immersive simulation positively affected performance.</p> Sandra H Robbins Kristen A Gilbert Frances L Chumney Katherine B Green Copyright (c) 2019 Sandra H Robbins, Kristen A Gilbert, Frances L Chumney https://creativecommons.org/licenses/by/4.0 2019-09-16 2019-09-16 7 2 168 185 10.20343/teachlearninqu.7.2.11 The Scholarship of Teaching and Learning: A Scoping Review Protocol https://journalhosting.ucalgary.ca/index.php/TLI/article/view/57570 <p>The diversity of scholars, teachers, and practitioners in the Scholarship of Teaching and Learning (SoTL) is a strength but also makes it a complex field to understand and navigate, and perhaps even more complex to contribute to, despite its youth. Beyond the ongoing efforts to define and theorize the field, SoTL needs a rigorous inventory taking and analysis that documents its highly traveled questions, topics, methods, and areas where more work needs to be done, as well as who is doing the work. We describe here our protocol for conducting a scoping review to map the range and nature of published SoTL projects. A scoping review is a first step in gathering information on areas that warrant deeper exploration. It will also allow SoTL to more fully and accurately be represented as a practice, an act of inquiry, and a type of research into teaching and learning.</p> Nancy Chick Lorelli Nowell Bartlomiej Lenart Copyright (c) 2019 Nancy Chick, Lorelli Nowell, Bartlomiej Lenart https://creativecommons.org/licenses/by/4.0 2019-09-16 2019-09-16 7 2 186 197 10.20343/teachlearninqu.7.2.12