ERIC Number: EJ1317295
Record Type: Journal
Publication Date: 2021
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2064-2199
EISSN: N/A
Available Date: N/A
A Typology for Catalyzing Pedagogical Change: Fostering Multiple Pathways through SoTL
Hungarian Educational Research Journal, v11 n3 p262-273 2021
Building on ecosystem models that examine individuals' development within professional environments (Roxa, 2014; Hannah & Lester, 2009), we explore how campus centers for educational development and research can provide a range of experiences for faculty to learn about scholarship of teaching and learning (SoTL), conduct individual or collaborative -- and sometimes multi-institutional -- SoTL, and go public with their work. Using extended case studies of colleagues who have become increasingly more active in SoTL, we created a typology of the experiences that supported their development. The case studies illustrate that offering a variety of educational development options at different institutional levels and with different time commitments enables developers to meet faculty where they are -- and to provide growth opportunities for deepening SoTL commitments. Our typology can help educational developers prioritize among potential programs by considering the cost-benefit analysis not only for individual faculty but also for micro-, meso-, and macro-level institutional cultures.
Descriptors: Educational Change, Teaching Methods, Learning Processes, Organizational Culture, Cost Effectiveness, Educational Development, Educational Research, Case Studies, College Faculty, Classification, Program Development, Faculty Development, Private Colleges, Liberal Arts, Undergraduate Students
AK Journals. 1117 Budapest, Budafoki str. 187-189, A Building, 3rd floor, Budapest, Hungary. Tel: +36-1-464-8282; Fax: +36-1-464-8251; e-mail: info@akjournals.com; Web site: https://akjournals.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A