Cultivating a Sustained Community of Teaching and Learning Scholars across Disciplines and Institutions
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| Title: | Cultivating a Sustained Community of Teaching and Learning Scholars across Disciplines and Institutions |
|---|---|
| Language: | English |
| Authors: | Channing R. Ford, Emily B. Wilkins, Kristen L. Helms, Kimberly B. Garza |
| Source: | New Directions for Teaching and Learning. 2024 (177):49-64. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, Communities of Practice, Safety, Diaries, Higher Education, Authors, Teaching Methods, Learning Processes, Psychological Patterns, Scholarship |
| DOI: | 10.1002/tl.20578 |
| ISSN: | 0271-0633 1536-0768 |
| Abstract: | This article explores the evolutionary nature of higher education and how it continues to stress the need for the professoriate to be active within scholarly teaching. This qualitative study examines how each author navigates SoTL research and analyzes the authors' reflective journaling for themes and sub-themes for alignment with Scholarship Reconsidered, Scholarship Assessed and Community of Scholars models. Study findings support the existing literature and showcases the importance of establishing a community of scholars that offers its members a place of psychological safety and support. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1417234 |
| Database: | ERIC |
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