The Attraction, Value and Future of SoTL: Carnegie Affiliates' Perspective.
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| Title: | The Attraction, Value and Future of SoTL: Carnegie Affiliates' Perspective. |
|---|---|
| Authors: | Dewar, Jacqueline1 jdewar@lmu.edu, Dailey-Hebert, Amber2 amber.dailey@park.edu, Moore, Theresa3 trmoore@viterbo.edu |
| Source: | Transformative Dialogues: Teaching & Learning Journal. Jul2010, Vol. 4 Issue 1, p1-15. 15p. |
| Subject Terms: | *Scholarly method, *Endowment of research, *Education, *Teaching, *Learning, *Autodidacticism, Sustainability |
| Geographic Terms: | Carnegie (Pa.), Pennsylvania |
| Abstract: | The Carnegie Foundation's initiative to promote the scholarship of teaching and learning (SoTL) through the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) program ended in October 2009. The Carnegie Affiliates were a collection of 17 diverse institutions in the United States and Canada that chose to make a connection to the CASTL program within its last three years, several within the last year of the program. Each Affiliate agreed to explore the place of SoTL work in its institution, and to undertake activities that would provide support and recognition for ongoing inquiry into evidence-based improvement of student learning. In response to many questions posed about the sustainability and future of SoTL, this article reveals the Affiliates' viewpoint on these critical issues. Findings from their self-study indicate specific factors that led institutions to "officially" connect to the SoTL movement and the benefits that accrued as a result. Based on their collective experience and self-study, and informed by reflective discussions held at the final convening on October 21, 2009, the Affiliates offer lessons-learned and suggestions for colleagues or institutional leaders who are seeking perspectives and information about institutionally engaging with SoTL. [ABSTRACT FROM AUTHOR] |
| Copyright of Transformative Dialogues: Teaching & Learning Journal is the property of Penn State University Libraries and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 53171401 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Attraction, Value and Future of SoTL: Carnegie Affiliates' Perspective. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dewar%2C+Jacqueline%22">Dewar, Jacqueline</searchLink><relatesTo>1</relatesTo><i> jdewar@lmu.edu</i><br /><searchLink fieldCode="AR" term="%22Dailey-Hebert%2C+Amber%22">Dailey-Hebert, Amber</searchLink><relatesTo>2</relatesTo><i> amber.dailey@park.edu</i><br /><searchLink fieldCode="AR" term="%22Moore%2C+Theresa%22">Moore, Theresa</searchLink><relatesTo>3</relatesTo><i> trmoore@viterbo.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Transformative+Dialogues%3A+Teaching+%26+Learning+Journal%22">Transformative Dialogues: Teaching & Learning Journal</searchLink>. Jul2010, Vol. 4 Issue 1, p1-15. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Scholarly+method%22">Scholarly method</searchLink><br />*<searchLink fieldCode="DE" term="%22Endowment+of+research%22">Endowment of research</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Autodidacticism%22">Autodidacticism</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Carnegie+%28Pa%2E%29%22">Carnegie (Pa.)</searchLink><br /><searchLink fieldCode="DE" term="%22Pennsylvania%22">Pennsylvania</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The Carnegie Foundation's initiative to promote the scholarship of teaching and learning (SoTL) through the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) program ended in October 2009. The Carnegie Affiliates were a collection of 17 diverse institutions in the United States and Canada that chose to make a connection to the CASTL program within its last three years, several within the last year of the program. Each Affiliate agreed to explore the place of SoTL work in its institution, and to undertake activities that would provide support and recognition for ongoing inquiry into evidence-based improvement of student learning. In response to many questions posed about the sustainability and future of SoTL, this article reveals the Affiliates' viewpoint on these critical issues. Findings from their self-study indicate specific factors that led institutions to "officially" connect to the SoTL movement and the benefits that accrued as a result. Based on their collective experience and self-study, and informed by reflective discussions held at the final convening on October 21, 2009, the Affiliates offer lessons-learned and suggestions for colleagues or institutional leaders who are seeking perspectives and information about institutionally engaging with SoTL. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Transformative Dialogues: Teaching & Learning Journal is the property of Penn State University Libraries and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=53171401 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.59236/td2010vol4iss11097 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 1 Subjects: – SubjectFull: Scholarly method Type: general – SubjectFull: Endowment of research Type: general – SubjectFull: Education Type: general – SubjectFull: Teaching Type: general – SubjectFull: Learning Type: general – SubjectFull: Autodidacticism Type: general – SubjectFull: Sustainability Type: general – SubjectFull: Carnegie (Pa.) Type: general – SubjectFull: Pennsylvania Type: general Titles: – TitleFull: The Attraction, Value and Future of SoTL: Carnegie Affiliates' Perspective. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dewar, Jacqueline – PersonEntity: Name: NameFull: Dailey-Hebert, Amber – PersonEntity: Name: NameFull: Moore, Theresa IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2010 Type: published Y: 2010 Identifiers: – Type: issn-print Value: 19180853 Numbering: – Type: volume Value: 4 – Type: issue Value: 1 Titles: – TitleFull: Transformative Dialogues: Teaching & Learning Journal Type: main |
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