Volume 66 No.4(Special Issue ) - 2020-12-31

Scholarship of Educational Development: Scaffolding SoTL through Evidence-based Educational Development

以證據為本的教育發展實務促進教與學的研究

Author:
Guan-Ying Li, Bih-Jen Fwu / 李冠穎、符碧真
Keyword:
higher education, educational development, scholarship of educational development, scholarship of teaching and learning, teaching practice research program / 高等教育、教育發展、教育發展的研究、教與學的研究、教學實踐 研究計畫
  • Summary
  • Chinese Summary
  • Reference
  • Scholarly references
The year 2020 marks the 30th anniversary of the publication of Boyer’s (1990) seminal work- Scholarship Reconsidered Priorities of the Professoriate which has stimulated a burgeoning literature on the scholarship of teaching and learning (SoTL) in higher education. In Taiwan, the Ministry of Education has implemented Teaching Practice Research Program (TPRP) since 2017 to engage academics in SoTL. Carried out in a research-intensive university, this study analyzed the proposals submitted for the 2020 TPRP to uncover challenges that academics encountered when embarking on SoTL. Academics and professionals of educational development (ED) were interviewed to explore possible solutions to the challenges. The results suggest that academics’ attempts to undertake SoTL would involve a steep learning curve regarding identification of a research question, review of literature, instructional design, and criteria for assessment, as a result of the transdisciplinary characteristic of SoTL. These challenges emerged in the early stage of proposal preparations. To help academics sail through the challenges, ED professionals need to develop research skills to integrate scholarship of educational development (SoED) into ED. This emerging evidence- based research field would inform prioritization of ED programs in response to academics’ needs and align ED agendas with institutional goals to enhance the capacity of ED to facilitate SoTL development.
Boyer於1990年發表了〈學術的再思考〉一文,迄今邁入第30年,該文帶動 了高等教育教與學的研究(Scholarship of Teaching and Learning,簡稱SoTL)之 興起。為提升高等教育的教學品質,教育部自2017年起推動教學實踐研究計畫, 鼓勵教師從事SoTL。本文以一所研究型大學為例,分析該校教師2020年之教學 實踐研究計畫書,探究教師在撰寫計畫時遇到的困難。本文也訪談了教師與教 育發展(Educational Development, ED)專業人員,探討教育發展實務該如何協 助教師解決困難。結果顯示,SoTL跨領域的特性使得教師在計畫撰寫階段即面 臨了界定研究問題、選擇教育文獻、規劃教學設計與確立評量規準等困難。為 因應上述困難,教育發展專業人員需具備研究能力,從事「教育發展的研究」 (Scholarship of Educational Development, SoED),此一證據為本的新興研究領 域,有助於確立教育發展實務應聚焦的重點,同時策略性地與大學願景結合,以 提升教育發展實務的效能並促進SoTL之發展。

Amundsen, C., & Wilson, M. (2012). Are we asking the right questions?: A conceptual review of the educational development literature in higher education. Review of Educational Research, 82(1), 90-126. doi:10.3102/0034654312438409

Bass, R. (1999). The scholarship of teaching: What’s the problem? Inventio: Creative Thinking about Learning and Teaching, 1(1). Retrieved from http://sotl.ucalgaryblogs.ca/doing-sotl/ references/

Bayerlein, L., & McGrath, N. (2018). Collaborating for success: An analysis of the working relationship between academics and educational development professionals. Studies in Higher Education, 43(6), 1089-1106. doi:10.1080/03075079.2016.1215417

Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.

Chalmers, D., & Gardiner, D. (2015). An evaluation framework for identifying the effectiveness and impact of academic teacher development programmes. Studies in Educational Evaluation, 46, 81-91. doi:10.1016/j.stueduc.2015.02.002

Chang, S.-J., Fwu, B.-J., Tsuei, M.-P., & Hwang, S.-L. (2019). Restating the key points in writing the reports of scholarship of teaching and learning. Journal of Teaching Practice and Pedagogical Innovation, 2(1), 1-16. doi:10.3966/261654492019030201001

Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage. doi:10.4135/9781452230153

Cruz, L., Cunningham, K., Smentkowski, B., & Steiner, H. (2019). The SoTL scaffold: Supporting evidence-based teaching practice in educational development. To Improve the Academy, 38(1), 50-66. doi:10.1002/tia2.20090

Felten, P. (2013). Principles of good practice in SoTL. Teaching & Learning Inquiry, 1(1), 121- 125. doi:10.20343/teachlearninqu.1.1.121

Felten, P., Kalish, A., Pingree, A., & Plank, K. M. (2007). Toward a scholarship of teaching and learning in educational development. To Improve the Academy, 25(1), 93-108. doi:10.1002/ j.2334-4822.2007.tb00476.x

Geertsema, J. (2016). Academic development, SoTL and educational research. International Journal for Academic Development, 21(2), 122-134. doi:10.1080/1360144X.2016.1175144 

Gibbs, G. (2013). Reflections on the changing nature of educational development. International Journal for Academic Development, 18(1), 4-14. doi:10.1080/1360144X.2013.751691 

Gibson, W. J., & Brown, A. (2009). Working with qualitative data. London, UK: Sage.

Harland, T., Raja Hussain, R. M., & Bakar, A. A. (2014). The scholarship of teaching and learning: Challenges for Malaysian academics. Teaching in Higher Education, 19(1), 38-48. doi:10.1080/13562517.2013.827654

Healey, M., Matthews, K. E., & Cook-Sather, A. (2019). Writing scholarship of teaching and learning articles for peer-reviewed journals. Teaching & Learning Inquiry, 2(2), 28-50. doi:https://doi.org/10.20343/teachlearninqu.7.2.3

Hoessler, C., Britnell, J., & Stockley, D. (2010). Assessing the impact of educational development through the lens of the scholarship of teaching and learning. New Directions for Teaching and Learning, 2010(122), 81-89. doi:10.1002/tl.400

Hubball, H., Clarke, A., & Poole, G. (2010). Ten-year reflections on mentoring SoTL research in a research-intensive university. International Journal for Academic Development, 15(2), 117-129. doi:10.1080/13601441003737758

Hutchings, P., & Shulman, L. S. (1999). The scholarship of teaching: New elaborations, new developments. Change, 31(5), 10-15. Retrieved from http://www.jstor.org/stable/40165542 

Kenny, N., Popovic, C., McSweeney, J., Knorr, K., Hoessler, C., Hall, S., ... El Khoury, E. (2017). Drawing on the principles of SoTL to illuminate a path forward for the scholarship of educational development. The Canadian Journal for the Scholarship of Teaching and Learning, 8(2). doi:10.5206/cjsotl-rcacea.2017.2.10

Kern, B., Mettetal, G., Dixson, M., & Morgan, R. K. (2015). The role of SoTL in the academy: Upon the 25th anniversary of Boyer’s scholarship reconsidered. Journal of the Scholarship of Teaching and Learning, 15(3), 1-14. doi:10.14434/josotl.v15i3.13623

Kreber, C., & Brook, P. (2001). Impact evaluation of educational development programmes. International Journal for Academic Development, 6(2), 96-108. doi:10.1080/13601440110090749

Leibowitz, B., & Bozalek, V. (2018). Towards a Slow scholarship of teaching and learning in the South. Teaching in Higher Education, 23(8), 981-994. doi:10.1080/13562517.2018.1452730

Levinson-Rose, J., & Menges, R. J. (1981). Improving college teaching: A critical review of research. Review of Educational Research, 51(3), 403-434. doi:10.3102/00346543051003403

Louie, B. Y., Drevdahl, D. J., Purdy, J. M., & Stackman, R. W. (2003). Advancing the scholarship of teaching through collaborative self-study. The Journal of Higher Education, 74(2), 150-171. doi:10.1080/00221546.2003.11777194

Ministry of Education. (2020, January 16). MOE Teaching Practice Research Program: Reforming higher education with the power of practice. MOE E-Newsletter. Retrieved from https://epaper.edu.tw/topical.aspx?period_num=905&topical_sn=1130&page=5

Pan, N. (2020, January 7). Ministry of Education spends $300 million to encourage university teachers to do instructional research. United Daily News. Retrieved from https://udn.com/news/story/6885/4272163

Poole, G. D. (2007). Using the scholarship of teaching and learning at disciplinary, national and institutional levels to strategically improve the quality of post-secondary education. International Journal for the Scholarship of Teaching and Learning, 1(2). doi:10.20429/ ijsotl.2007.010203

Richlin, L. (2001). Scholarly teaching and the scholarship of teaching. New Directions for Teaching and Learning, 2001(86), 57-68. doi:10.1002/tl.16

Shulman, L. S. (1998). Course anatomy: The dissection and analysis of knowledge through teaching. In P. Hutchings (Ed.), The course portfolio: How faculty can examine their teaching to advance practice and improve student learning (pp. 5-12). Washington, DC: American Association for Higher Education.

Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52-59. doi:10.1162/0011526054622015

Timmermans, J. A. (2014). Identifying threshold concepts in the careers of educational developers. International Journal for Academic Development, 19(4), 305-317. doi:10.1080 /1360144X.2014.895731

Vithal, R. (2018). Growing a scholarship of teaching and learning institutionally. Studies in Higher Education, 43(3), 468-483. doi:10.1080/03075079.2016.1180350