Background/purpose: This study investigates how the teaching intervention and familiarity with the search topic enhance Greek students' behaviour while solving information problems. Materials/methods: Seven university students solved three information problems on the same search topic during an academic semester. After the first and before the…

Purpose: Data storytelling courses position students as agents in creating stories interpreted from data about a social problem or social justice issue. The purpose of this study is to explore two research questions: What themes characterized students' iterative development of data story topics? Looking back at six years of iterative feedback,…

Thirty years ago Boyer's report "Scholarship Reconsidered: Priorities of the Professoriate" (1990) inspired the launch of the 'SoTL movement' which sought to raise the status of learning and teaching in higher education. In this paper we argue that despite its honourable intentions the SoTL movement has been a thorn in the flesh of…

The development of geocapabilities has been a concern in geographical education, and the application of geospatial technologies such as geographical information systems (GIS) has been popularized in both geography and non-geography courses. However, there are still gaps in how GIS courses could be designed to promote students' geocapabilities. In…

This SoTL study aimed to determine thirty-eight teacher candidates' self-efficacy after experiencing semester one of a yearlong residency. Researchers used a pre/post survey, the Teachers' Sense of Efficacy Scale (TSES), and a retrospective pre TSES to determine perceived levels of self-efficacy in three areas: classroom management, instructional…

Background: Problem-solving followed by instruction (PS-I) is a powerful design shown to transform students' conceptual understanding and transfer. Within PS-I, no research has examined how moment-by-moment determinants of affective states impact the problem-solving phase and posttest performance. Methods: I develop a multimodal learning analytics…

When learning a new concept, should students engage in problem solving followed by instruction (PS-I) or instruction followed by problem solving (I-PS)? Noting that there is a passionate debate about the design of initial learning, we report evidence from a meta-analysis of 53 studies with 166 comparisons that compared PS-I with I-PS design. Our…

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 article, we share our individual and collective experiences of why we perceive phenomenology as a methodology well suited…

This book sets forth a pedagogy for renewing the liberal arts by combining critical thinking, media activism, and design thinking. Using the StudioLab approach, the author seeks to democratize the social and technical practices of digital culture just as nineteenth century education sought to democratize literacy. This production of transmedia…

The purpose of this qualitative instrumental case study was to explore how faculty at a private research university utilize the service-learning pedagogy to advance their scholarship of teaching and learning. Of specific interest was what influences them to utilize the service-learning pedagogy in their scholarship of teaching and learning, and…

In their efforts to engage faculty members in institutional mission and identity, a number of Catholic colleges and universities have given particular attention to the Catholic Social Tradition (CST). This paper examines a handful of exemplary programs on faculty engagement around CST, identifying specific outcomes facilitated by these…

In this study, we aim to deepen our understanding of how biology and medicine undergraduate students experience the relationship between teaching and research. Employing a phenomenographic approach, 34 final-year students of a Bachelor in Biological Sciences and a Bachelor of Medicine, from one research-oriented Chilean university, were…

Beliefs about knowledge have been found to relate to a variety of student outcomes and to vary across educational domains and instructional contexts. However, there are limited data on students' beliefs about information and truth, vis-à-vis knowledge (i.e., epistemic beliefs) and how these beliefs differ across instructional settings.…

In this paper the authors draw on three sequential keynote addresses that they gave at Active Learning in Engineering Education (ALE) workshops in Copenhagen (2012), Caxias do Sol (2014) and San Sebastian (2015). Active Learning in Engineering Education is an informal international network of engineering educators dedicated to improving…

This article offers a description of how empirical experiences through the use of procedural knowledge can serve as the stage for the development of hypothetical concepts using the learning cycle, an inquiry teaching and learning method with a long history in science education. The learning cycle brings a unique epistemology by way of using…