FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W60895024> ?p ?o ?g. }

• W60895024 endingPage "18" @default.
• W60895024 startingPage "14" @default.
• W60895024 abstract "Scholarly teaching, the act of systematically examining the links between one's and student learning, remains a challenging idea for many faculty members. We argue that two threshold concepts - as an inquiry-based process and as a public act - serve as powerful hurdles to the more wide spread adoption of scholarly approaches in higher education. In this article, we discuss why these pedagogical frameworks serve as threshold concepts, as well as methods that we have devised to support faculty members' development of a more scholarly approach to their teaching. It can be very satisfying to work with colleagues on teaching; the activity is inherently interesting and most instructors want very much to be good at this part of our profession. In most cases, colleagues who enter into conversations with either of us about their are already engaged by their work in the classroom, so we interact with volunteers who are open to guidance and who come to these encounters in search of ways to become even better at their craft. In some contexts, center leaders, faculty fellows, and faculty participants view it as their role to share some methods common to being considered a good teacher. For instance, it is clearly good to be transparent about goals and procedures in a course, to get to know students and be approachable, and to engage students in the active construction of their understanding. Often packaged as teaching tips, these and many other guidelines are welcomed by colleagues new to college teaching, as well as by more experienced colleagues who are not content with the reception their is getting from students or colleagues. In the last fifteen years, however, the college discourse has evolved significantly, and many people now think of as a scholarly act that includes innovation and inquiry into learning. While scholarly is no longer a rare or unknown approach to our profession, the majority of our colleagues continue to treat as it has been seen for a long time. The motto stand and deliver describes well both the practices and the general attitude of many faculty members, and those of us in centers and other leadership roles have not made huge progress in bringing the many forms of scholarship of and learning to a broad base of our faculty colleagues. Many variables account for the relative dearth of scholarly on many campuses, including the amount of time available for learning new forms of teaching, the reward systems of higher education, the values and assumptions of senior faculty members, and even the expectations of students about their roles in learning and ours. We have observed, however, that even among those who come to the table ready for innovation, it is not easy to promote as a scholarly enterprise. Our analysis suggests some key aspects of scholarly function as threshold concepts, serving as intellectual barriers that make it difficult even for interested and cooperative faculty colleagues to transform their work from informed delivery to scholarly inquiry into learning. In the rest of this essay we unpack two of those threshold concepts, and we report on activities we have designed to help faculty colleagues overcome these thresholds. Challenges In Scholarly Teaching Teaching as a scholarly act, first defined by Ernest Boyer in Scholarship Reconsidered (1990), requires that involve not only transmission of knowledge, but also a transactional relationship between the learning of the student and the teacher. For individuals to act as scholarly teachers, they must first identity questions and challenges in their teaching, become familiar with the relevant pedagogies, engage in classroom-centered inquiries to examine their practices, and then share the results of their inquiries with others. As described by the Australian Scholarship of Teaching Project (2000), a scholarly approach to is discipline-specific, reflective, inquisitorial, responsive, and communicative. …" @default.
• W60895024 created "2016-06-24" @default.
• W60895024 creator A5015345850 @default.
• W60895024 creator A5028118972 @default.
• W60895024 date "2012-09-01" @default.
• W60895024 modified "2023-09-24" @default.
• W60895024 title "Overcoming Some Threshold Concepts in Scholarly Teaching." @default.
• W60895024 cites W1507544615 @default.
• W60895024 cites W1548317321 @default.
• W60895024 cites W2016885337 @default.
• W60895024 cites W2127773115 @default.
• W60895024 cites W2951466777 @default.
• W60895024 hasPublicationYear "2012" @default.
• W60895024 type Work @default.
• W60895024 sameAs 60895024 @default.
• W60895024 citedByCount "6" @default.
• W60895024 countsByYear W608950242014 @default.
• W60895024 countsByYear W608950242015 @default.
• W60895024 countsByYear W608950242019 @default.
• W60895024 countsByYear W608950242021 @default.
• W60895024 crossrefType "journal-article" @default.
• W60895024 hasAuthorship W60895024A5015345850 @default.
• W60895024 hasAuthorship W60895024A5028118972 @default.
• W60895024 hasConcept C111919701 @default.
• W60895024 hasConcept C120912362 @default.
• W60895024 hasConcept C127413603 @default.
• W60895024 hasConcept C144024400 @default.
• W60895024 hasConcept C145420912 @default.
• W60895024 hasConcept C15744967 @default.
• W60895024 hasConcept C166957645 @default.
• W60895024 hasConcept C17744445 @default.
• W60895024 hasConcept C18762648 @default.
• W60895024 hasConcept C19417346 @default.
• W60895024 hasConcept C199539241 @default.
• W60895024 hasConcept C2776893095 @default.
• W60895024 hasConcept C2779732396 @default.
• W60895024 hasConcept C39549134 @default.
• W60895024 hasConcept C41008148 @default.
• W60895024 hasConcept C51067260 @default.
• W60895024 hasConcept C78519656 @default.
• W60895024 hasConcept C88610354 @default.
• W60895024 hasConcept C95457728 @default.
• W60895024 hasConcept C98045186 @default.
• W60895024 hasConceptScore W60895024C111919701 @default.
• W60895024 hasConceptScore W60895024C120912362 @default.
• W60895024 hasConceptScore W60895024C127413603 @default.
• W60895024 hasConceptScore W60895024C144024400 @default.
• W60895024 hasConceptScore W60895024C145420912 @default.
• W60895024 hasConceptScore W60895024C15744967 @default.
• W60895024 hasConceptScore W60895024C166957645 @default.
• W60895024 hasConceptScore W60895024C17744445 @default.
• W60895024 hasConceptScore W60895024C18762648 @default.
• W60895024 hasConceptScore W60895024C19417346 @default.
• W60895024 hasConceptScore W60895024C199539241 @default.
• W60895024 hasConceptScore W60895024C2776893095 @default.
• W60895024 hasConceptScore W60895024C2779732396 @default.
• W60895024 hasConceptScore W60895024C39549134 @default.
• W60895024 hasConceptScore W60895024C41008148 @default.
• W60895024 hasConceptScore W60895024C51067260 @default.
• W60895024 hasConceptScore W60895024C78519656 @default.
• W60895024 hasConceptScore W60895024C88610354 @default.
• W60895024 hasConceptScore W60895024C95457728 @default.
• W60895024 hasConceptScore W60895024C98045186 @default.
• W60895024 hasIssue "3" @default.
• W60895024 hasLocation W608950241 @default.
• W60895024 hasOpenAccess W60895024 @default.
• W60895024 hasPrimaryLocation W608950241 @default.
• W60895024 hasRelatedWork W1484070930 @default.
• W60895024 hasRelatedWork W148603260 @default.
• W60895024 hasRelatedWork W149315474 @default.
• W60895024 hasRelatedWork W1493442224 @default.
• W60895024 hasRelatedWork W1964775261 @default.
• W60895024 hasRelatedWork W1991970843 @default.
• W60895024 hasRelatedWork W2008697129 @default.
• W60895024 hasRelatedWork W2083798061 @default.
• W60895024 hasRelatedWork W2231076477 @default.
• W60895024 hasRelatedWork W2334423892 @default.
• W60895024 hasRelatedWork W2744077326 @default.
• W60895024 hasRelatedWork W281100816 @default.
• W60895024 hasRelatedWork W283554237 @default.
• W60895024 hasRelatedWork W2963181281 @default.
• W60895024 hasRelatedWork W3121152979 @default.
• W60895024 hasRelatedWork W315766723 @default.
• W60895024 hasRelatedWork W321549952 @default.
• W60895024 hasRelatedWork W342634067 @default.
• W60895024 hasRelatedWork W77515842 @default.
• W60895024 hasRelatedWork W73243269 @default.
• W60895024 hasVolume "26" @default.
• W60895024 isParatext "false" @default.
• W60895024 isRetracted "false" @default.
• W60895024 magId "60895024" @default.
• W60895024 workType "article" @default.