{"title":"Using repeated peer review assignments to improve research and writing skills in health sciences students","authors":"Dayna Henry, Julia Sell, Lucy Bryan Malenke","doi":"10.1002/tl.20599","DOIUrl":"https://doi.org/10.1002/tl.20599","url":null,"abstract":"","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141127023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter describes the implementation and impact of a remediation program in the health sciences. Lessons learned are explored based on common academic difficulties students experience in remediation programs with an emphasis on self‐regulated learning outcomes.
{"title":"Lessons learned from integrated remediation using self‐regulated learning","authors":"Andrea Vaughans, Jobila Sy","doi":"10.1002/tl.20594","DOIUrl":"https://doi.org/10.1002/tl.20594","url":null,"abstract":"This chapter describes the implementation and impact of a remediation program in the health sciences. Lessons learned are explored based on common academic difficulties students experience in remediation programs with an emphasis on self‐regulated learning outcomes.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140972845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Des Gallagher, Mustafa S Radif, Meixun Zheng, Parvati Iyer
This study describes the 4‐year experience of a dental school in implementing web‐based e‐portfolios for competency assessment and professional development. We discuss our adaptable strategies and the lessons learned, hoping to contribute to the literature and offer guidance to other institutions considering the implementation of e‐portfolios.
{"title":"Web‐based e‐portfolios for oral health students’ competency assessment and professional development","authors":"Des Gallagher, Mustafa S Radif, Meixun Zheng, Parvati Iyer","doi":"10.1002/tl.20595","DOIUrl":"https://doi.org/10.1002/tl.20595","url":null,"abstract":"This study describes the 4‐year experience of a dental school in implementing web‐based e‐portfolios for competency assessment and professional development. We discuss our adaptable strategies and the lessons learned, hoping to contribute to the literature and offer guidance to other institutions considering the implementation of e‐portfolios.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140978179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter explores the experiences of undergraduate medical educators with the scholarship of teaching and learning (SoTL) and the impact it has had on their educator identity and practice.
{"title":"SoTL as a catalyst for the development of medical educator scholar identity","authors":"Delores A Amorelli, Jordan Moberg Parker","doi":"10.1002/tl.20585","DOIUrl":"https://doi.org/10.1002/tl.20585","url":null,"abstract":"This chapter explores the experiences of undergraduate medical educators with the scholarship of teaching and learning (SoTL) and the impact it has had on their educator identity and practice.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141017528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amanda M. Caleb, Kathryn Lafferty‐Danner, Alejandra Marroquin
This chapter discusses how community‐based narrative encounters can enhance medical students’ narrative humility, the practice of recognizing the value of multiple narratives of health and reducing narrative privileging. The study in this chapter suggests that through exposure to individuals’ lived experience of health, medical students are able to recognize both professional and personal narrative bias, leading to reflection on improved patient‐centered care centered on testimonial justice and narrative respect.
{"title":"Cultivating narrative humility in medical education through community‐based narrative encounters","authors":"Amanda M. Caleb, Kathryn Lafferty‐Danner, Alejandra Marroquin","doi":"10.1002/tl.20586","DOIUrl":"https://doi.org/10.1002/tl.20586","url":null,"abstract":"This chapter discusses how community‐based narrative encounters can enhance medical students’ narrative humility, the practice of recognizing the value of multiple narratives of health and reducing narrative privileging. The study in this chapter suggests that through exposure to individuals’ lived experience of health, medical students are able to recognize both professional and personal narrative bias, leading to reflection on improved patient‐centered care centered on testimonial justice and narrative respect.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140669888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sophia Abbot, Laura Lukes, Dayna Henry, Lindsay B. Wheeler
In this chapter, the authors describe the theory of change behind a regional cross‐institutional community of practice (CoP) for educational developers seeking to strengthen their institution's SoTL culture and increase faculty SoTL production by providing institution‐level support initiatives and programming.
{"title":"Presenting a theory of change for cultivating institutional‐level SoTL cultures through a cross‐institutional community of practice","authors":"Sophia Abbot, Laura Lukes, Dayna Henry, Lindsay B. Wheeler","doi":"10.1002/tl.20581","DOIUrl":"https://doi.org/10.1002/tl.20581","url":null,"abstract":"In this chapter, the authors describe the theory of change behind a regional cross‐institutional community of practice (CoP) for educational developers seeking to strengthen their institution's SoTL culture and increase faculty SoTL production by providing institution‐level support initiatives and programming.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140271688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This epilogue provides a commentary on the insights to be gained from this volume of New Directions for Teaching and Learning, with an emphasis on how communities, in a variety of sizes, forms, and contexts, are a cornerstone of the SoTL experience.
{"title":"Epilogue","authors":"Nancy L. Chick","doi":"10.1002/tl.20582","DOIUrl":"https://doi.org/10.1002/tl.20582","url":null,"abstract":"This epilogue provides a commentary on the insights to be gained from this volume of New Directions for Teaching and Learning, with an emphasis on how communities, in a variety of sizes, forms, and contexts, are a cornerstone of the SoTL experience.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140273798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter provides an analysis of the institutionalization of SoTL at University College Cork in Ireland, offers some guiding questions to help individuals or groups reflect critically on their own SoTL institutionalization journeys, and suggests implications for further research on how institutionalization processes inform academic identity formation and career development of higher education professionals working in a SoTL institution.
{"title":"Are we there (yet?): An analysis of SoTL institutionalization at University College Cork","authors":"Sarah Thelen, Anna Santucci","doi":"10.1002/tl.20577","DOIUrl":"https://doi.org/10.1002/tl.20577","url":null,"abstract":"This chapter provides an analysis of the institutionalization of SoTL at University College Cork in Ireland, offers some guiding questions to help individuals or groups reflect critically on their own SoTL institutionalization journeys, and suggests implications for further research on how institutionalization processes inform academic identity formation and career development of higher education professionals working in a SoTL institution.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140273867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter draws upon duoethnographic methodology to invite readers into conversation about the complexity and importance of centering positionality in the Scholarship of Teaching and Learning (SoTL). We suggest that self‐reflection towards positional awareness fosters ethically rooted, authentic SoTL practice, and offer related considerations that we hope can help SoTL forward in articulating, and living by, its principles of critically collegial and inclusive co‐creation.
{"title":"An invitation into authentic dialogue about positionality in SoTL","authors":"Anna Santucci, Annemarie Vaccaro","doi":"10.1002/tl.20575","DOIUrl":"https://doi.org/10.1002/tl.20575","url":null,"abstract":"This chapter draws upon duoethnographic methodology to invite readers into conversation about the complexity and importance of centering positionality in the Scholarship of Teaching and Learning (SoTL). We suggest that self‐reflection towards positional awareness fosters ethically rooted, authentic SoTL practice, and offer related considerations that we hope can help SoTL forward in articulating, and living by, its principles of critically collegial and inclusive co‐creation.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140276116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Fostering a culture of scholarship of teaching and learning in higher education: A look at emerging research","authors":"Claire Major, Laura Cruz, John M. Braxton","doi":"10.1002/tl.20583","DOIUrl":"https://doi.org/10.1002/tl.20583","url":null,"abstract":"","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140277681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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