Channing R. Ford, Emily B. Wilkins, Kristen L. Helms, Kimberly B. Garza
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.
{"title":"Cultivating a sustained community of teaching and learning scholars across disciplines and institutions","authors":"Channing R. Ford, Emily B. Wilkins, Kristen L. Helms, Kimberly B. Garza","doi":"10.1002/tl.20578","DOIUrl":"https://doi.org/10.1002/tl.20578","url":null,"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.","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":"140272685","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 results of a survey‐based study intended to provide insight into the existence and degree of empirical support for the elements of strong teaching cultures in colleges and universities where faculty members participate in the Scholarship of Teaching and Learning (SoTL). The findings contribute to the larger body of literature on the importance of fostering strong teaching cultures in higher education and highlight the need for institutions to prioritize the support and recognition of faculty engaged in SoTL.
{"title":"Exploring the scholarship of teaching and learning (SoTL) landscape of academia: SoTL‐centric culture elements in institutions of faculty members who publish in SoTL‐focused journals","authors":"John M. Braxton, Claire Major, Joshua Wolf","doi":"10.1002/tl.20580","DOIUrl":"https://doi.org/10.1002/tl.20580","url":null,"abstract":"This chapter describes the results of a survey‐based study intended to provide insight into the existence and degree of empirical support for the elements of strong teaching cultures in colleges and universities where faculty members participate in the Scholarship of Teaching and Learning (SoTL). The findings contribute to the larger body of literature on the importance of fostering strong teaching cultures in higher education and highlight the need for institutions to prioritize the support and recognition of faculty engaged in SoTL.","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":"140275032","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}
Jessica Taggart, Lindsay B. Wheeler, Kenn Dela Cruz
This chapter describes the development, implementation, and assessment of an intensive Scholarship of Teaching and Learning (SoTL) Scholars program grounded in self‐determination theory. These findings provide one of the first integrations of theory into studying the impact of SoTL and can support educational developers with SoTL initiatives at their own institutions.
{"title":"Supporting faculty with SoTL through an intensive SoTL Scholars program","authors":"Jessica Taggart, Lindsay B. Wheeler, Kenn Dela Cruz","doi":"10.1002/tl.20576","DOIUrl":"https://doi.org/10.1002/tl.20576","url":null,"abstract":"This chapter describes the development, implementation, and assessment of an intensive Scholarship of Teaching and Learning (SoTL) Scholars program grounded in self‐determination theory. These findings provide one of the first integrations of theory into studying the impact of SoTL and can support educational developers with SoTL initiatives at their own institutions.","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":"140278289","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}
Laura Cruz, Jacob Kelley, Claire Major, John M. Braxton
The purpose of this survey‐based research study was to assess factors that higher education faculty identify as enabling and inhibiting their participation in the Scholarship of Teaching and Learning (SoTL) across multiple U.S‐based institutions of higher education. Within the current “fourth wave” of SoTL, we identify the need for differentiated strategies to facilitate the participation of a wider range of faculty in emerging questions of teaching, learning, and scholarship.
{"title":"Surfing the fourth wave: An examination of faculty motivation(s) to participate in SoTL","authors":"Laura Cruz, Jacob Kelley, Claire Major, John M. Braxton","doi":"10.1002/tl.20579","DOIUrl":"https://doi.org/10.1002/tl.20579","url":null,"abstract":"The purpose of this survey‐based research study was to assess factors that higher education faculty identify as enabling and inhibiting their participation in the Scholarship of Teaching and Learning (SoTL) across multiple U.S‐based institutions of higher education. Within the current “fourth wave” of SoTL, we identify the need for differentiated strategies to facilitate the participation of a wider range of faculty in emerging questions of teaching, learning, and scholarship.","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":"140282972","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}
Heather N. Fedesco, Ella Rose Kraner, Erin L. Dolan
This article describes a mentorship assessment structure designed to improve doctoral student‐research advisor mentoring relationships. We report the experiences of students and advisors as they completed the process to assess the feasibility, utility, and impact of engaging in mentorship assessment.
{"title":"Evaluating the feasibility, utility, and impact of engaging in mentorship assessment to improve doctoral mentoring relationships","authors":"Heather N. Fedesco, Ella Rose Kraner, Erin L. Dolan","doi":"10.1002/tl.20572","DOIUrl":"https://doi.org/10.1002/tl.20572","url":null,"abstract":"This article describes a mentorship assessment structure designed to improve doctoral student‐research advisor mentoring relationships. We report the experiences of students and advisors as they completed the process to assess the feasibility, utility, and impact of engaging in mentorship assessment.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139277004","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 article presents a case study of a faculty‐student mentoring relationship developed within the context of an online clinical doctorate training environment. Recfommendations are provided for potential mentors and mentees who may be interested in engaging in a distance‐based mentoring relationship but who may not be in an institution/program with a formal mentoring program or process in place.
{"title":"Fostering a distance‐based longitudinal mentoring relationship for career development: A student‐faculty perspective","authors":"Kevin T. Fuji, Delaney M. Strong","doi":"10.1002/tl.20567","DOIUrl":"https://doi.org/10.1002/tl.20567","url":null,"abstract":"This article presents a case study of a faculty‐student mentoring relationship developed within the context of an online clinical doctorate training environment. Recfommendations are provided for potential mentors and mentees who may be interested in engaging in a distance‐based mentoring relationship but who may not be in an institution/program with a formal mentoring program or process in place.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139277612","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}
Robin Gosdin Farrell, Joy DeBellis, Rachael Sweeney, Sarah Owens Watts
{"title":"Preparing future clinicians for practice: A faculty‐student mentoring program in graduate nursing education","authors":"Robin Gosdin Farrell, Joy DeBellis, Rachael Sweeney, Sarah Owens Watts","doi":"10.1002/tl.20566","DOIUrl":"https://doi.org/10.1002/tl.20566","url":null,"abstract":"","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139276177","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}
Veterinary medicine provides a rewarding career but is met with a high degree of mental, emotional, and physical fatigue and, as a result, professional burnout. A structured mentoring system in veterinary schools is integral to promoting well‐being as well as professional and personal growth for resilience and lifelong learning. While professional programs (e.g., human medicine, nursing, dentistry, pharmacy) often provide mentorship opportunities, program descriptions, and evidence of effectiveness have limited review in the literature, especially for veterinary medicine. Depending on the individual's professional stage, mentor and mentee roles may be established throughout one's career between a faculty mentor and a veterinary student early in the curriculum, between near‐peer students, between a private practitioner and new graduate, between a faculty mentor and house officers (interns/residents), and others. Mentorship of junior faculty by senior faculty is also important to nurture successful retention, professional growth, and promotion. With all of these relationships, expectations should be developed between the mentor and mentee to achieve mutual benefit from the relationship.While instituting a mentoring program is beneficial, not all programs are created equal. To ensure a successful program, faculty must be trained to effectively mentor veterinary and graduate students. With adequate training, more seasoned students could also provide peer mentorship to less experienced students. Consideration should be given to how mentors and mentees are matched, recognizing that pairings based on core interests may strengthen foundational relationships. Effective mentoring relationships would ensure continued support for mentees as they develop in the years following graduation. With this article, we present the opportunities and challenges for mentoring within veterinary medicine, including a review of the literature.
{"title":"Addressing the needs and challenges of mentorship in veterinary medicine","authors":"A. B. Yanke, Kelly A. Weigand, Erik H. Hofmeister","doi":"10.1002/tl.20571","DOIUrl":"https://doi.org/10.1002/tl.20571","url":null,"abstract":"Veterinary medicine provides a rewarding career but is met with a high degree of mental, emotional, and physical fatigue and, as a result, professional burnout. A structured mentoring system in veterinary schools is integral to promoting well‐being as well as professional and personal growth for resilience and lifelong learning. While professional programs (e.g., human medicine, nursing, dentistry, pharmacy) often provide mentorship opportunities, program descriptions, and evidence of effectiveness have limited review in the literature, especially for veterinary medicine. Depending on the individual's professional stage, mentor and mentee roles may be established throughout one's career between a faculty mentor and a veterinary student early in the curriculum, between near‐peer students, between a private practitioner and new graduate, between a faculty mentor and house officers (interns/residents), and others. Mentorship of junior faculty by senior faculty is also important to nurture successful retention, professional growth, and promotion. With all of these relationships, expectations should be developed between the mentor and mentee to achieve mutual benefit from the relationship.While instituting a mentoring program is beneficial, not all programs are created equal. To ensure a successful program, faculty must be trained to effectively mentor veterinary and graduate students. With adequate training, more seasoned students could also provide peer mentorship to less experienced students. Consideration should be given to how mentors and mentees are matched, recognizing that pairings based on core interests may strengthen foundational relationships. Effective mentoring relationships would ensure continued support for mentees as they develop in the years following graduation. With this article, we present the opportunities and challenges for mentoring within veterinary medicine, including a review of the literature.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139277907","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}
Laura Knight Lynn, Lee Stadtlander, Deborah Inman, Gary Burkholder, Anne Morgan
This article examines one large online university's action model approach to transforming doctoral faculty expectations, support, and practices through internal research studies, community conversation, and planning. Research findings, progress, and recommendations are shared.
{"title":"Transforming doctoral mentoring expectations and culture: An action model approach","authors":"Laura Knight Lynn, Lee Stadtlander, Deborah Inman, Gary Burkholder, Anne Morgan","doi":"10.1002/tl.20570","DOIUrl":"https://doi.org/10.1002/tl.20570","url":null,"abstract":"This article examines one large online university's action model approach to transforming doctoral faculty expectations, support, and practices through internal research studies, community conversation, and planning. Research findings, progress, and recommendations are shared.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139276249","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 article describes a training course grounded in positive leadership theory for experienced online doctoral mentoring faculty. It includes theoretical underpinning as well as a description of required readings and weekly assignments.
{"title":"A positive leadership doctoral mentor training course","authors":"Lee Stadtlander, Laura Knight Lynn, Deborah Inman","doi":"10.1002/tl.20573","DOIUrl":"https://doi.org/10.1002/tl.20573","url":null,"abstract":"This article describes a training course grounded in positive leadership theory for experienced online doctoral mentoring faculty. It includes theoretical underpinning as well as a description of required readings and weekly assignments.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139276720","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：