Scholarship Of Teaching Research Articles

A Feminist Scholars Collective Supporting the Growth and Dissemination of a Digital Guide: A Collaborative Autoethnography

This paper explores our experiences as scholars in higher education who collaborate as part of an informal collective supporting the Feminist Pedagogy for Teaching Online digital guide[1]. We, the authors, have diverse professional and educational backgrounds; our areas of research interest also vary significantly. However, we have a passion for humanizing online learning experiences and practically applying feminist pedagogical tenets to these interactions. The purpose of this paper is to explore, through a process of self-reflection, our experiences as scholars in higher education as part of an informal collective supporting the Feminist Pedagogy for Teaching Online digital guide. To share our experiences as editors of this digital guide, we included our individual stories using a collaborative autoethnography approach. In our stories, we specifically discussed our interest in joining this collective of feminist scholars, the evolving nature of our efforts in support of the digital guide, the success experienced, the challenges that we encountered, and the internal and external support we received throughout this journey. Ideally, through this critical reflection, we can aid other collectives who already engage, or are considering engaging, in similar scholarly communication endeavors. [1] This digital scholarship project works towards communicating liberatory pedagogical principles for educators in digital modalities.

Norwegian higher education teachers’ beliefs about teaching, motivation, and approaches to researching and developing teaching

Quality teaching in higher education is enjoying renewed political and scholarly interest in Norway. Building on extant research on teachers at primary and secondary levels, and budding research at the tertiary level, the present investigation focuses on higher education teachers’ beliefs about teaching, motivation, and beliefs about researching and developing teaching. Using data from the Teaching in Higher Education (THE) Survey that was subjected to factor and regression analyses, we found that participants (n = 56) preferred alternative and personal sources of teaching knowledge over formal sources and those offered by academic developers. On the whole, the participants were motivated to teach. Relations were found between beliefs about sources of teaching knowledge and motivation, respectively, and beliefs about research and development of teaching. Implications in terms of the Scholarship of Teaching and Learning and academic development, including the need for increased focus on teacher beliefs and evidence-based practice in higher education, are discussed.

An Autoethnography of an Islamic Teacher Education Programme

This article explores Islamic Teacher Education through an autoethnographic account of the author’s experience with the Graduate Certificate of Education (Islamic Pedagogy) at the University of South Australia. It addresses the lack of research on how Islamic Pedagogy is taught, contributing to the growing scholarship on faith-based teacher education. Autoethnography is a qualitative research method that combines autobiography and ethnography, emphasising personal experiences to explore cultural communities. It is especially useful in studying emerging concepts like Islamic Pedagogy and Faithful Praxis. This approach challenges Western positivism, promoting epistemic reflexivity, and offering critical insights into marginalised perspectives and educational practices. This paper employs autoethnography to present the author’s Faithful Praxis journey as a transformative pedagogical shift, shaped by their experiences with Western and Islamic epistemologies, aiming to empower Muslim voices in education and challenge marginalization, with the Graduate Certificate fostering epistemic reflexivity and providing a platform to reconcile Islamic and Western knowledge in the classroom. This paper also clarifies the distinction between Islamic Pedagogy and Islamic Integration through autoethnography by highlighting their complementary nature as opposed to the author’s initial assumptions around their interchangeability. Whilst this article contributes to the growing Islamic Teacher Education scholarship through an autoethnographic perspective, further research to assess broader program efficacy is still needed.

Rehumanizing Academic Belonging: Shifting Student Perceptions From a Belonging‐Performance Dependence to a Belonging‐Competence Mindset

ABSTRACTDrawing from Scholarship of Teaching and Learning alongside belongingness research, this manuscript examines why students perceive the dependence of academic belonging on performance, especially early in an academic program. It then offers suggestions for crafting learning environments that (a) grow student capacities to (re‐)envision perceptions of competence and (b) broaden student perceptions of sources that support their academic belonging. Suggestions provide possibilities for shifting students’ belonging‐performance dependence to a belonging‐competence mindset, thereby rehumanizing learning for students and facilitating welcoming, equitable, and learning‐centered (vs. performance‐centered) environments.

Soft Power Narratives of Fifty Years of Kuwaiti-Senegalese Relations

More than 50 years ago, Senegal was one of the first African states to establish diplomatic relations with Kuwait. While Senegal receives the largest amount of Kuwaiti development assistance of any sub-Saharan African country, this relationship cannot be reduced to simply one of recipient-donor. All Senegalese and Kuwaiti heads of state have worked to further these ties, explained in terms of shared political ideals, including peace, non-alignment, experimentation with parliamentary democracy, freedom of press, Islamic solidarity, and small state alliance building. Using diplomacy and military deployment as ‘soft power’, and Islam as religious statecraft, Senegal’s strategic friendship with Kuwait contributed to its regional and global position. The West African country took a strong stance on certain Middle Eastern conflicts and sent soldiers to fight for Kuwait’s liberation from Iraq. Bilateral relations between the two states ranged from large loans to nominations for positions in international organizations, press collaboration, museum development, firefighter and teacher exchanges, educational scholarships, and charity work. Relations between the ‘Gateway to Africa’ and the small Gulf emirate have been touted as a ‘South-South partnership’ and model for ‘Arab-African’ cooperation, albeit within a particular power dynamic elucidated in this article.

Sexuality education, populism, and the promise of critical health education studies

Across disciplines, discourses, and borders, there is agreement among scholars that populism poses a serious threat to efforts to preserve and promote the humanity, legitimacy, and safety of individuals and populations who transgress traditional, Western, European, and patriarchal norms about sex, gender, and sexuality. Unsurprisingly, these contentions are often reflected and reproduced in debates about sex and sexuality education. This paper is concerned with the function of ambiguity in populist discourses, ultimately identifying it as a key feature not just of populist discourse but of sex education debates in general. I use a queer of colour critique as a framework for exploring how ambiguous and vague claims about ‘the people’ act as spaces for circulating sexist, racist, and xenophobic politics by focusing on how that ambiguity attempts to erase its politics. Queer of colour critique also illuminates liberalism’s own tendency towards depoliticisation. This suggests that sex education scholars would benefit from better understanding right-wing populist appeals to ‘the people’ as an attempt to depoliticise the political, by shifting discourse to questions of morality. However, I argue it is also necessary to reflect upon the use of this strategy within liberal spaces and question its ability to offer resistance to right-wing populism as a result. The paper ends by discussing the potential value of insisting, as researchers and activists, that sex and sexuality education be studied, imagined, and implemented as an explicitly political project, a project that might find inspiration in critical scholarship responding to the limits of traditional health education studies.

A critical review on the impact of the Scholarship of Teaching and Learning on well-being and resilience in medical education

A critical review on the impact of the Scholarship of Teaching and Learning on well-being and resilience in medical education

Implementasi Manajemen Fundrising Dan Distribusi Dana NU Care LAZISNU Ranting Tunggul Paciran Lamongan

This research aims to find out how the management of fund raising and distribution of coin funds at NU CARE LAZISNU Ranting Tunggul Paciran Lamongan. The results of the research show that fundraising is carried out through the formation of coordinators in each region, there are cans distributed in each resident's house, each administrator has duties and responsibilities, fundraising is carried out door to door, information about collecting funds is online and offline. The distribution of the proceeds from the funds collected is still invested within the scope of NU and is focused on the Tunggul Village community, including annual activities to provide compensation for orphans during the month of Ramadan, educational scholarships, compensation for orphans and grief compensation.

국내 한국어 교육 분야의 <내러티브 탐구> 연구 경향 분석

Narrative inquiry is acknowledged for its methodological value in deeply understanding personal experiences within social, cultural, and historical contexts, thereby enriching the depth and insights of academic studies. This study focuses on two main questions. First, it examines the temporal characteristics of narrative inquiry in the field of Korean language education. Second, it explores the topics that have been studied through narrative inquiry in this domain. Based on these research questions, this study analyzes the themes of academic journal articles and dissertations over the past 18 years to identify the key areas of interest and shifts in focus among scholars in Korean language education. It also suggests directions for future studies in the field. The analysis reveals that narrative inquiry began to gain significant attention in the 2010s, with a sharp increase in studies after 2014, influenced by the expansion of multicultural society and the growing emphasis on qualitative methodologies. Major topics include learner and teacher experiences (51%), identity (14%), and adaptation (11%). Additionally, other themes such as career exploration, learning motivation, lifelong learning, and educational strategies were identified, with career and job exploration emerging as a particularly prominent focus in recent years. The study participants were mainly international students (31%), teachers (27%), and marriage migrant women (17%). By analyzing their linguistic and cultural adaptation processes and identity formation, this study sheds light on the multicultural structure of Korean society and its potential for social integration. This study is significant in that it provides practical guidelines for designing studies and selecting topics in Korean language education using narrative inquiry. However, it has limitations as it predominantly focuses on domestic trends, lacking exploration of international comparisons and the global applicability of Korean language education. Future studies are encouraged to investigate the uniqueness and global applicability of Korean language education through comparative analyses with various multicultural societies.

ENHANCING MUSTAHIK WELFARE THROUGH ISLAMIC SOCIAL FINANCE: AN INSTITUTIONAL PERSPECTIVE

This research aims to determine the efforts of Islamic social financing institutions in Palembang, including Baznas and LAZ, to improve the welfare of mustahiq. The key informants in this research are the leaders of Baznas and LAZ. Data analysis techniques using qualitative descriptive. Research findings show that several strategies used by Baznas in distributing zakat, infaq and alms funds to improve mustahik welfare include, meeting basic needs, economic empowerment through productive zakat, educational program scholarships, free health services, priority distribution in remote and underdeveloped areas, cooperation and partnerships with the government, Ramadan programs and community empowerment. Conclusions to improve the welfare of mustahik Baznas and LAZ provide support to Mustahiq in the form of programs and strategies in collaboration with the government

Decolonising Sound: The Scholarship of Teaching and Learning for 21st-Century Music Students in South Africa

South Africa’s education system, including its music curriculum, has historically been shaped by Western classical traditions, a legacy of colonial influence. Following the end of apartheid in the 1990s, efforts to decolonise higher education gained momentum, with scholars advocating for the inclusion of indigenous African musical traditions. These challenges reflect the lingering effects of colonialism on education. This article examines the importance of decolonising sound within the Scholarship of Teaching and Learning (SoTL) for 21st-century South African music students. It highlights the critical role of indigenous African music in addressing historical imbalances, reshaping music education, and ensuring cultural relevance. Using qualitative research and content analysis, the study analyses a sample of 30 articles. Thematic analysis and a triangulation approach were employed to enhance accuracy and eliminate bias. Findings indicate a growing acknowledgment of African music’s value in education, but progress is hindered by resistance to change, limited resources, and insufficient educator training. The article underscores the necessity of collaborative efforts among educators, policymakers, communities, and students to develop a more inclusive and equitable music education system. This article concludes by pointing out that integrating indigenous music into the curriculum and promoting student-centred learning are vital steps toward aligning South African music education with its diverse cultural heritage. This approach not only enriches the learning experience but also empowers future musicians, ensuring they are rooted in the nation’s rich and multifaceted identity.

Finding the Connections: A Scoping Review of Epistemic Network Analysis in Science Education

AbstractAs science education scholars learn more about how people learn, instructors have begun to shift from teaching science as lists of facts and asking students to synthesize ideas into cognitive models or networks. Therefore, the methodologies we use to understand students’ and instructors’ ways of knowing need to capture this complexity. Within education, one methodology that has emerged to capture this complexity is epistemic network analysis (ENA). ENA is a potentially useful tool for understanding connections between people’s ideas and cognitive constructs. Because of its mixed methods approach, ENA is able to provide the depth of qualitative analysis and allow synthesis and comparison across large quantities of data. In this review, we present findings from a scoping literature review of ENA in science education. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 framework, we extracted data from 19 articles. This data consisted of both context-related variables (i.e., disciplinary field) and application-based variables (i.e., theoretical frameworks, research design). Finally, we discuss the findings from this review and their implications for science education.

Elevating Configurations of Data and Emotion: Dynamics of Coproduction, Collaboration and Competition

ABSTRACTCreating, visualizing, and critiquing data are integral knowledge‐building practices within science, as well as many other fields. Yet data is often treated as neutral and value‐free, perpetuating narratives of science as a dispassionate discipline where data are merely extracted, repackaged, and distributed anew. As researchers and educators seek to imagine, design and support more humanistic accounts of young people's data practices, attuning to emotion will be a key area for further study. Recent scholarship in science education has elevated emotion as inseparable from disciplinary knowledge‐building practices, yet studies of emotion emergent within young people's data practices remain less understood. As part of the special issue Centering Affect and Emotion Toward Justice and Dignity in Science Education, this article explores how emotion and data are co‐produced as children construct and critique data visualizations together, collectively transforming notes, tallies and sketches into class‐level aggregated data displays within a fifth grade ecology curriculum. Analyzing interviews, classroom video recordings, and newly constructed data visualizations, I reveal how feeling, sensemaking and practice are entangled as children and their classmates build a paper data map and a dot plot graph, shaped by personal, cultural and sociopolitical dimensions. I show how these emergent emotional configurations shift activity from collaborative to competitive, in turn changing attention to the data itself (properties, histories, visualizations), the underlying organisms being studied and the ecological system‐level interactions. I argue that as science and data science education push forward a zeal for data, it will be important to attune to the emotional and relational dimensions that undergird children's emergent data practices.

‘Going wild with placement’: exploring a model of engagement in individual, dyadic and team reflective practice in the context of collaborative self-study supporting teacher educator critical reflection, interrogation of practice, professional learning, collaboration and the scholarship of teaching and learning

‘Going wild with placement’: exploring a model of engagement in individual, dyadic and team reflective practice in the context of collaborative self-study supporting teacher educator critical reflection, interrogation of practice, professional learning, collaboration and the scholarship of teaching and learning

Prioritising Competencies in Clinician Educator Training in Residency Programmes.

Although Clinician Educator Tracks (CETs) have been developed for postgraduate trainees, more clarity is needed regarding which competencies are most relevant to resident and fellow physicians (housestaff) seeking to become Clinician Educators (CEs). We used the Clinician Educator Milestones, an established framework for competencies at the faculty level, to perform a targeted needs assessment at a large academic institution from April-May 2023. Educational leaders in undergraduate (UME), graduate (GME) and senior medical education (SME) leadership roles were asked to prioritise the Clinician Educator Milestones subcompetencies for a 1-year track. Descriptive statistics and logistic regression analysis were performed; text comments underwent content analysis. Of the 285 leaders, 118 (41%) completed the survey. The average length in educational leadership was 6.9 ± 5.6 years, with 33% having formal education training, 23% representing surgical specialities and 17% in SME roles. The subcompetencies of learner assessment and feedback were prioritised highest (86%), while change management was prioritised lowest (23%). Respondents in SME roles compared to UME and GME roles or those in educational leadership ≥ 6 years compared to < 6 years prioritised professionalism. Respondents without formal education training prioritised medical education scholarship more often than those with training. Surgical respondents more often prioritised administrative skills than nonsurgical respondents. Open-ended comments were generally positive towards a CET for housestaff, suggesting a hybrid format with flexible scheduling. Teaching-oriented subcompetencies were highly prioritised for a CET targeted at housestaff. The prioritisation choices offer guidance for a CE's progression through the subcompetencies.

SoTL as Reconciliation

In this article, I develop guiding questions to explore ways that the Scholarship of Teaching and Learning (SoTL) can contribute to advancing reconciliation in Canadian universities. I draw on decolonization and Indigenization literature to reflect on my SoTL practice, identify tensions, and look ahead to next steps in my research. Ultimately, I aim to invite co-reflection and extend dialogue within the community of SoTL scholars towards contributing to reconciliation through SoTL.

Enhancing Undergraduate Engineering Education: Collaborative and Reflective Practices in Professional Learning Programs for Instructors and GTAs

This study focuses on a professional learning program designed to enhance pedagogical practices for engineering educators at a Canadian university. Rooted in situated learning theory, the program encompasses key themes such as the philosophy of teaching and learning, fostering learning opportunities, designing course for learning, and the scholarship of teaching and learning. Throughout the program, participants, including professors and graduate teaching assistants (GTAs), engaged in understanding student-centered pedagogies, reflective practices, and collaborative learning within Communities of Practice (CoPs). Employing a case study approach, we investigate participants’ learning experiences with the program. The outcomes of this study reveal participants’ emphasis on student-centered pedagogies, recognition of the value of CoPs and instructional coaches, reflection on pedagogical change, and the challenges and tensions encountered during program engagement.

Faculty Reflections and Adaptations in a First-Year Block Model

The paper highlights the experiences of faculty members in the transition to a block model in engineering education, where courses are taught sequentially in short blocks, blending in-person and online instruction. The block model pilot at a suburban Toronto campus aimed to improve student outcomes, alleviate student stress from heavy workloads and commuting. Kolb’s cycle of experiential education was used as a framework for understanding faculty experiences. Faculty members adapted their teaching methods for condensed learning sessions, supported by development workshops and ongoing pedagogical counseling. Faculty members identified challenges and successes in redesigning courses, emphasizing the importance of faculty development and student-centered programming. It contributes to the scholarship of teaching and learning by documenting the faculty perspective on block model implementation, informing best practices for engineering educators. The findings highlight the potential of the block model to foster active learning communities and suggest areas for future refinement.

Teacher education in a virtual exchange between Brazil and the U.S.: Balancing preservice teachers’ guidance and affording autonomy

This paper shares a virtual exchange (VE) Scholarship of Teaching and Learning (SoTL) project between second language acquisition (SLA) teacher education courses at a university in the U.S. and in Brazil, developed with different groups of learners in 2022 and 2023. The main aims were to support and investigate preservice teachers’ (PSTs): 1) intercultural communicative competence (ICC), 2) language practices, 3) local and global perspectives, and 4) collaboration through information and communication technologies (ICT). This paper examines how professors balanced guidance and autonomy for PSTs as teams (each team with PSTs from Brazil and U.S.) asynchronously and synchronously engaged in informal communication and projects to study international and regional cultural norms for SLA. Qualitative analyses of surveys, interactions, and projects informed patterns of PST autonomy and situations that required more professor support and guidance. Most PSTs engaged consistently, thoroughly, and needed almost no support with tasks, such as their introductions and responses to questions about readings. Some PSTs needed more guidance from professors, such as one-one scaffolding (in-person or Zoom) or text message reminders, than others for arranging open-ended tasks among teams of PSTs and setting up relevant ICT, such as WhatsApp groups to facilitate desired communications. Results were utilized to determine modifications for future VE.

‘Attitude Problems’: Racializing Hierarchies of Affect in Post‐Brown U.S. Science Education

ABSTRACTAttending to the affect of minoritized students now appears crucial to promoting just and dignity‐affirming science education. Yet, elevating affect as an objective of science learning has a history that predates equity reforms. This study explores the politics of scientific uptakes of affect that have long served to mark hierarchical differences between students. As part of the special issue Centering Affect and Emotion Toward Justice and Dignity in Science Education, this paper investigates how U.S. science classrooms became sites of affective intervention, especially aimed at Black, Mexican American, Puerto Rican, and Indigenous students. As a history of the present, the study examines research journals and curricular reform materials between the 1954 Brown desegregation ruling and a 1989 equity report. The analysis suggests that shifts in post‐Brown U.S. science education made it possible to order students along affective hierarchies that: (1) established differential emotional regimes for those classified as ‘culturally deprived’ versus ‘gifted’; (2) equated human dignity with developing a depoliticized scientific self; and (3) evaded questions of racism and cultural imposition, while enforcing onto‐epistemic hierarchies. The study explores implications for current science education scholarship by considering how three extant concerns—deficit discourses, the dichotomization of science from political activism, and assimilationist models of scientist‐like affect—stem in part from the field's own responses to racial desegregation and civil rights demands. The purpose of historicizing affect in science education is to unsettle the racializing premises, normalizing constructs, and depoliticizing effects of social science techniques inherited from our not‐so‐distant past.