Pub Date : 2019-03-01DOI: 10.20343/TEACHLEARNINQU.7.1.9
D. J. Kennett, M. Reed, Tasmine R VandenBerg
The University Life Experience (ULE) scale was created to determine how students utilize their time between academic (class and preparatory) and non-academic (work, social, leisure, and health) activities. In addition to the ULE, 239 undergraduate students completed inventories assessing academic resourcefulness, academic self-efficacy, and university adaptation and satisfaction, along with single item questions asking about perceived academic and non-academic balance and commitment to completing one’s degree. Results indicated that total number of hours spent per week in various non-academic activities was unrelated to most of the variables including academic hours, whereas the number of hours spent per week in academic activities was positively associated with the psychosocial variables and a unique predictor of academic resourcefulness and cumulative grades. Moreover, academic resourcefulness was observed to moderate the relationship between perceived balance and academic hours, such that the average number of hours spent engaged in academic activities per week was greater for students scoring high in academic resourcefulness regardless of whether they had low or high perceptions of balance, especially compared to those students who scored low in both academic resourcefulness and perceived balance. The results suggest that teaching students requisite academic resourcefulness skills to deal with academic challenges assists them in increasing focus on their academic studies as opposed to non-academic activities.
{"title":"The Importance of Perceived University Life Balance, Hours per Week Engaged in Academic Activities, and Academic Resourcefulness","authors":"D. J. Kennett, M. Reed, Tasmine R VandenBerg","doi":"10.20343/TEACHLEARNINQU.7.1.9","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.7.1.9","url":null,"abstract":"The University Life Experience (ULE) scale was created to determine how students utilize their time between academic (class and preparatory) and non-academic (work, social, leisure, and health) activities. In addition to the ULE, 239 undergraduate students completed inventories assessing academic resourcefulness, academic self-efficacy, and university adaptation and satisfaction, along with single item questions asking about perceived academic and non-academic balance and commitment to completing one’s degree. Results indicated that total number of hours spent per week in various non-academic activities was unrelated to most of the variables including academic hours, whereas the number of hours spent per week in academic activities was positively associated with the psychosocial variables and a unique predictor of academic resourcefulness and cumulative grades. Moreover, academic resourcefulness was observed to moderate the relationship between perceived balance and academic hours, such that the average number of hours spent engaged in academic activities per week was greater for students scoring high in academic resourcefulness regardless of whether they had low or high perceptions of balance, especially compared to those students who scored low in both academic resourcefulness and perceived balance. The results suggest that teaching students requisite academic resourcefulness skills to deal with academic challenges assists them in increasing focus on their academic studies as opposed to non-academic activities.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45619849","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}
Pub Date : 2019-03-01DOI: 10.20343/TEACHLEARNINQU.7.1.12
H. Sword
In this playful meditation on academic pronouns, I report on my research findings from three separate studies: a 2007 analysis of pronoun usage patterns in recent higher education articles; a 2017 analysis of pronoun usage patterns in Teaching and Learning Inquiry since the founding of the journal in 2013; and an updated 2017 analysis of the same five higher education journals examined a decade earlier. You may be surprised by the results. However, we are not inclined to reveal the whole story here in the abstract. It is the conviction of the author that the present article must be read in its entirety in order to be fully appreciated.
{"title":"The First Person","authors":"H. Sword","doi":"10.20343/TEACHLEARNINQU.7.1.12","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.7.1.12","url":null,"abstract":"In this playful meditation on academic pronouns, I report on my research findings from three separate studies: a 2007 analysis of pronoun usage patterns in recent higher education articles; a 2017 analysis of pronoun usage patterns in Teaching and Learning Inquiry since the founding of the journal in 2013; and an updated 2017 analysis of the same five higher education journals examined a decade earlier. You may be surprised by the results. However, we are not inclined to reveal the whole story here in the abstract. It is the conviction of the author that the present article must be read in its entirety in order to be fully appreciated.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42541622","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}
Pub Date : 2018-09-25DOI: 10.20343/TEACHLEARNINQU.6.2.6
T. Roxå
Why do not academic teachers more frequently use results from education, psychology, cognitive sciences, and related fields while planning, carrying out, and evaluating teaching? It has been argued that if only they did, education would improve. It has further been argued that results from these fields are not communicated in ways suitable for teachers from other disciplines, and therefore there is a need for translation. If the results from these fields were translated, it has been proposed, their use would increase with positive effects on education. A question remains: who should do the translation? This study investigates whether early career academics in engineering and technology can find, translate, and make relevant use of research into education, psychology, and related fields within written reports. Results show they can. Therefore, it is argued, translation itself will not increase the use of this type of research. Other explanations for the problem are discussed.
{"title":"Making use of educational research in higher education – academic teachers engaged in translational research","authors":"T. Roxå","doi":"10.20343/TEACHLEARNINQU.6.2.6","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.6.2.6","url":null,"abstract":"Why do not academic teachers more frequently use results from education, psychology, cognitive sciences, and related fields while planning, carrying out, and evaluating teaching? It has been argued that if only they did, education would improve. It has further been argued that results from these fields are not communicated in ways suitable for teachers from other disciplines, and therefore there is a need for translation. If the results from these fields were translated, it has been proposed, their use would increase with positive effects on education. A question remains: who should do the translation? This study investigates whether early career academics in engineering and technology can find, translate, and make relevant use of research into education, psychology, and related fields within written reports. Results show they can. Therefore, it is argued, translation itself will not increase the use of this type of research. Other explanations for the problem are discussed.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48158893","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}
Pub Date : 2018-09-25DOI: 10.20343/TEACHLEARNINQU.6.2.11
E. Kravariti, A. Gillespie, K. Diederen, Sophie Smart, Caroline Mayberry, Alan J. Meehan, Danielle Bream, Peter Musiat, Silia Vitoraou, D. Ståhl, K. Dyer, Sukhi Sukhwinder, K. Coate, J. Yiend
As internet access and use increase exponentially, pedagogical practice becomes increasingly embedded in online platforms. We report on an online initiative of engaged student learning, the peer-led, staff-assisted e-helpdesk for research methods and statistics, which we evaluated and redeveloped using the lens and guiding principles of the framework for partnership in learning and teaching of the Higher Education Academy (HEA). The aim of the redevelopment was to steer the initiative towards a more integrative and sustainable implementation, as manifest in the applied construct of an online partnership learning community. Our evolving experience of the e-helpdesk highlighted the central role of the facilitator in engineering and maintaining social presence in the online community. We propose an extended model for building an online partnership learning community, whereby partnership encapsulates all the essential elements of student and staff partnership as outlined in the HEA framework, but is also critically defined by similar parameters of partnership between users and facilitators. In this model, the facilitator’s role becomes more involved in instructional teaching as disciplinary expertise increases, but descending levels of disciplinary expertise can foster ascending levels of independent learning and shared discovery for both users and facilitators.
{"title":"Applying the Higher Education Academy Framework for Partnership in Learning and Teaching in Higher Education to Online Partnership Learning Communities: A Case Study and an Extended Model","authors":"E. Kravariti, A. Gillespie, K. Diederen, Sophie Smart, Caroline Mayberry, Alan J. Meehan, Danielle Bream, Peter Musiat, Silia Vitoraou, D. Ståhl, K. Dyer, Sukhi Sukhwinder, K. Coate, J. Yiend","doi":"10.20343/TEACHLEARNINQU.6.2.11","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.6.2.11","url":null,"abstract":"As internet access and use increase exponentially, pedagogical practice becomes increasingly embedded in online platforms. We report on an online initiative of engaged student learning, the peer-led, staff-assisted e-helpdesk for research methods and statistics, which we evaluated and redeveloped using the lens and guiding principles of the framework for partnership in learning and teaching of the Higher Education Academy (HEA). The aim of the redevelopment was to steer the initiative towards a more integrative and sustainable implementation, as manifest in the applied construct of an online partnership learning community. Our evolving experience of the e-helpdesk highlighted the central role of the facilitator in engineering and maintaining social presence in the online community. We propose an extended model for building an online partnership learning community, whereby partnership encapsulates all the essential elements of student and staff partnership as outlined in the HEA framework, but is also critically defined by similar parameters of partnership between users and facilitators. In this model, the facilitator’s role becomes more involved in instructional teaching as disciplinary expertise increases, but descending levels of disciplinary expertise can foster ascending levels of independent learning and shared discovery for both users and facilitators.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43702801","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}
Pub Date : 2018-09-25DOI: 10.20343/TEACHLEARNINQU.6.2.5
A. Acai, Arshad Ahmad, N. Fenton, Leah Graystone, Keegan G. Phillips, Ronald A. Smith, Denise Stockley
The 3M National Teaching Fellowship is a national teaching award program that has recognized over 300 teachers at more than 80 Canadian universities for their teaching excellence and outstanding educational leadership. Despite its rich, 30 plus-year history, its impact has remained largely anecdotal. In this study, we build on Hannah and Lester’s (2009) original, multilevel approach that looks at interactions between the individual, network, and systems levels to explore the impact of the 3M National Teaching Fellowship program on furthering and enriching teaching and learning in higher education. Through the analysis of a large collection of program artefacts corroborated with in-depth interviews with 11 fellows (key informants), we were able to gain a deeper understanding of the ways in which the program has had impact at the individual (micro), departmental (meso), institutional (macro), and national/international (mega) levels. In this article, we outline our scholarly exploration of the program’s influence and explore its role as a high-impact community of practice in higher education.
{"title":"The 3M National Teaching Fellowship: A High Impact Community of Practice in Higher Education","authors":"A. Acai, Arshad Ahmad, N. Fenton, Leah Graystone, Keegan G. Phillips, Ronald A. Smith, Denise Stockley","doi":"10.20343/TEACHLEARNINQU.6.2.5","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.6.2.5","url":null,"abstract":"The 3M National Teaching Fellowship is a national teaching award program that has recognized over 300 teachers at more than 80 Canadian universities for their teaching excellence and outstanding educational leadership. Despite its rich, 30 plus-year history, its impact has remained largely anecdotal. In this study, we build on Hannah and Lester’s (2009) original, multilevel approach that looks at interactions between the individual, network, and systems levels to explore the impact of the 3M National Teaching Fellowship program on furthering and enriching teaching and learning in higher education. Through the analysis of a large collection of program artefacts corroborated with in-depth interviews with 11 fellows (key informants), we were able to gain a deeper understanding of the ways in which the program has had impact at the individual (micro), departmental (meso), institutional (macro), and national/international (mega) levels. In this article, we outline our scholarly exploration of the program’s influence and explore its role as a high-impact community of practice in higher education.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49480722","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}
Pub Date : 2018-09-25DOI: 10.20343/TEACHLEARNINQU.6.2.1
G. Poole, N. Chick
{"title":"An Ode to Change","authors":"G. Poole, N. Chick","doi":"10.20343/TEACHLEARNINQU.6.2.1","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.6.2.1","url":null,"abstract":"","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45223868","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}
Pub Date : 2018-09-25DOI: 10.20343/TEACHLEARNINQU.6.2.8
B. Ravenscroft, Ulemu Luhanga
Tertiary education institutions grapple with how to better engage students in their learning in high-enrolment, introductory courses. This paper presents a case study that examines a large-scale, faculty-level course redesign project in which this challenge was addressed through the use of blended learning models. The main research question was: Are students in blended formats engaged in their learning differently than those in the traditional formats? The first part of this paper describes the institutional policies, processes, and practices that were established to implement the course redesign project. The second part of the paper focuses on the effectiveness of the project, presenting the results of a longitudinal research study that examined changes in student engagement using the Classroom Survey of Student Engagement (CLASSE). The implications of the longitudinal evaluation and institutional strategy, structure, and support components are examined critically, as well as the project’s impact on students and on the larger university.
{"title":"Enhancing Student Engagement through an Institutional Blended Learning Initiative: a Case Study","authors":"B. Ravenscroft, Ulemu Luhanga","doi":"10.20343/TEACHLEARNINQU.6.2.8","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.6.2.8","url":null,"abstract":"Tertiary education institutions grapple with how to better engage students in their learning in high-enrolment, introductory courses. This paper presents a case study that examines a large-scale, faculty-level course redesign project in which this challenge was addressed through the use of blended learning models. The main research question was: Are students in blended formats engaged in their learning differently than those in the traditional formats? The first part of this paper describes the institutional policies, processes, and practices that were established to implement the course redesign project. The second part of the paper focuses on the effectiveness of the project, presenting the results of a longitudinal research study that examined changes in student engagement using the Classroom Survey of Student Engagement (CLASSE). The implications of the longitudinal evaluation and institutional strategy, structure, and support components are examined critically, as well as the project’s impact on students and on the larger university.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43691403","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}
Pub Date : 2018-09-25DOI: 10.20343/TEACHLEARNINQU.6.2.10
Carina Jia Yan Zhu, D. White, J. Rankin, C. Davison
Within postsecondary education, the assessment of effective teaching has largely relied upon student evaluations of teaching. However, the process through which teachers make sense of their student evaluations is unclear. A research team of six undergraduate nursing students and four nursing educators explored the research question: How do nursing educators make meaning from their student evaluations of teaching? Gadamerian hermeneutics guided unstructured interviews with nursing educators working at a Middle East campus of a Canadian university. The interview transcripts were interpreted through a process of naive readings, rereadings, interpretive dialogues, and interpretive writing that generated the following hermeneutic interpretations: Teachers make meaning of their student evaluation through generalized subjective characterizations of students and through their expressed intentions for their teacher-student relationships. Some of these characterizations and expressed intentions obscured what truths could be learned from the student evaluations of teaching. The experience of receiving critical student feedback invoked a personal response, at the same time, paradoxically, teachers worked hard to “not take it personally.” We suggest the practice of deep listening as a way to understand students’ feedback. The main takeaway message from this research is that teachers need a supportive and sustaining community of peers who are also open to listening deeply to the truths embedded in student evaluations of teaching.
{"title":"Making Meaning from Student Evaluations of Teaching (SETs)–Seeing beyond our own horizons","authors":"Carina Jia Yan Zhu, D. White, J. Rankin, C. Davison","doi":"10.20343/TEACHLEARNINQU.6.2.10","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.6.2.10","url":null,"abstract":"Within postsecondary education, the assessment of effective teaching has largely relied upon student evaluations of teaching. However, the process through which teachers make sense of their student evaluations is unclear. A research team of six undergraduate nursing students and four nursing educators explored the research question: How do nursing educators make meaning from their student evaluations of teaching? Gadamerian hermeneutics guided unstructured interviews with nursing educators working at a Middle East campus of a Canadian university. The interview transcripts were interpreted through a process of naive readings, rereadings, interpretive dialogues, and interpretive writing that generated the following hermeneutic interpretations: Teachers make meaning of their student evaluation through generalized subjective characterizations of students and through their expressed intentions for their teacher-student relationships. Some of these characterizations and expressed intentions obscured what truths could be learned from the student evaluations of teaching. The experience of receiving critical student feedback invoked a personal response, at the same time, paradoxically, teachers worked hard to “not take it personally.” We suggest the practice of deep listening as a way to understand students’ feedback. The main takeaway message from this research is that teachers need a supportive and sustaining community of peers who are also open to listening deeply to the truths embedded in student evaluations of teaching.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44278976","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}
Pub Date : 2018-09-25DOI: 10.20343/TEACHLEARNINQU.6.2.9
J. Bernstein
A broad consensus exists that the use of appropriate methods are important in the Scholarship of Teaching and Learning. However, methodological controversies arise around what constitutes acceptable evidence, if one needs a control group, how generalizable results must be, and other similar issues. Much SoTL work, I argue, asks questions about how much a particular treatment (innovation) caused an effect (student learning), and how the results found in one particular context can be extended outside that context (generalizability). These concepts, known as internal validity and external validity, respectively, provide a common point of departure for much scholarship on teaching and learning. This paper addresses these concepts and demonstrates how they can unite much of what divides us within the methodological realm of SoTL.
{"title":"Unifying SoTL Methodology: Internal and External Validity","authors":"J. Bernstein","doi":"10.20343/TEACHLEARNINQU.6.2.9","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.6.2.9","url":null,"abstract":"A broad consensus exists that the use of appropriate methods are important in the Scholarship of Teaching and Learning. However, methodological controversies arise around what constitutes acceptable evidence, if one needs a control group, how generalizable results must be, and other similar issues. Much SoTL work, I argue, asks questions about how much a particular treatment (innovation) caused an effect (student learning), and how the results found in one particular context can be extended outside that context (generalizability). These concepts, known as internal validity and external validity, respectively, provide a common point of departure for much scholarship on teaching and learning. This paper addresses these concepts and demonstrates how they can unite much of what divides us within the methodological realm of SoTL.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42613826","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}
Pub Date : 2018-09-25DOI: 10.20343/TEACHLEARNINQU.6.2.3
M. Yeo, K. Manarin, J. Miller-Young
Faculty members participating in a year-long Scholarship of Teaching and Learning (SoTL) development program experienced various surprises as transformational events. This study is a phenomenological exploration of these surprises. We use Dastur’s (2000) understanding of surprise as a phenomenological event that allows for changed perception and the possibility of a different future through an altered state of being in the world. Four different categories of surprise are explored: surprise that doing SoTL changed teaching, surprises about students, surprises about SoTL and the research process, and finally, surprises about communities and disciplines.
{"title":"Phenomenology of Surprise in a SoTL Scholars' Program","authors":"M. Yeo, K. Manarin, J. Miller-Young","doi":"10.20343/TEACHLEARNINQU.6.2.3","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.6.2.3","url":null,"abstract":"Faculty members participating in a year-long Scholarship of Teaching and Learning (SoTL) development program experienced various surprises as transformational events. This study is a phenomenological exploration of these surprises. We use Dastur’s (2000) understanding of surprise as a phenomenological event that allows for changed perception and the possibility of a different future through an altered state of being in the world. Four different categories of surprise are explored: surprise that doing SoTL changed teaching, surprises about students, surprises about SoTL and the research process, and finally, surprises about communities and disciplines.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49004763","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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