Reviewing the Literature on Scholarship of Teaching and Learning (SoTL): An Academic Literacies Perspective : Part 2

There are few sources that critically evaluate the ways of reviewing the literature on scholarship of teaching and learning (SoTL). We use an academic literacies perspective as a lens with which to explore the ways that literature reviews may be undertaken. While reviewing the literature is often presented as a scientific, objective process, the reality is much messier, nuanced, and iterative. It is a complex, context-dependent procedure. We provide a practical, critical guide to undertaking SoTL literature reviews. We distinguish between embedded reviews that present a review contextualising the research that follows, as in most SoTL articles; and freestanding reviews that synthesise research on specific topics. We discuss the nature of embedded reviews, and evaluate systematic and narrative review approaches to undertaking freestanding reviews. We contend that the claims of the superiority of systematic reviews are unjustified. It is important that contextually-sensitive judgements and interpretation of texts associated with narrative reviews are seen as central to the reviewing process, and as a strength rather than a weakness. This article complements a separate one, where we apply an academic literacies lens to reviewing the literature on searching the SoTL literature. Together, they present a narrative review of searching and reviewing the SoTL literature undertaken systematically. We call for studies investigating the lived experiences of SoTL scholars. We illustrate this argument with an auto-ethnographic account of the often-serendipitous nature of our hunt for sources in preparing this review and the way our thinking and writing evolved during the writing of the two articles

Aspiring academics: a resource book for graduate students and early career faculty

This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal for Academic Development on 05/09/2008, available online: https://doi.org/10.1080/13601440802242655Book Revie

Reviewing the literature on scholarship of teaching and learning (SoTL): An academic literacies perspective: Part 2

There are few sources that critically evaluate the different ways of reviewing the literature on scholarship of teaching and learning (SoTL). We use an academic literacies perspective as a lens with which to explore the different ways that literature reviews may be undertaken. While reviewing the literature is often presented as a scientific, objective process; the reality is much messier, nuanced, and iterative. It is a complex, context-dependent procedure. We provide a practical, critical guide to undertaking SoTL literature reviews. By adopting an academic literacies perspective, we argue that undertaking a synthesis of the literature is a socially constructed process. There is no one way of reviewing the SoTL literature. We distinguish between embedded reviews that present a review contextualising the research that follows, as in most SoTL research articles; and freestanding reviews that synthesize research on specific topics. We discuss the nature of embedded reviews, and evaluate systematic and narrative review approaches to undertaking freestanding reviews. We contend that some of the claims of the superiority of systematic reviews are unjustified. Though critical of systematic reviews, we recognise that for the most part narrative and systematic reviews have different purposes, and both are needed to review the SoTL literature. We suggest that narrative reviews are likely to continue to dominate the SoTL literature, especially while most SoTL studies use qualitative or mixed methods. It is important that contextually-sensitive judgements and interpretation of texts, associated with narrative reviews, are seen as central to the reviewing process, and as a strength rather than a weakness. This article complements a separate one, where we apply an academic literacies lens to reviewing the literature on searching the SoTL literature (Healey and Healey 2023). Together they present a narrative review of searching and reviewing the SoTL literature undertaken systematically. We conclude the current article by discussing the implications for the further development of an academic literacies perspective to searching and reviewing the SoTL literature. We call for studies investigating the lived experiences of SoTL scholars as they go about searching and reviewing the literature. We illustrate this argument with an auto-ethnographic account of the often-serendipitous nature of our hunt for sources in preparing this review and the way our thinking and writing evolved during the writing of the two articles

Searching the Literature on Scholarship of Teaching and Learning (SoTL): An Academic Literacies Perspective: Part 1

There are few references that critically evaluate the different ways of searching the literature on scholarship of teaching and learning (SoTL), or how these are related to researchers’ goals. We use an academic literacies perspective as a lens with which to explore the different ways that literature searches may be undertaken. While searching the literature is often presented as a scientific objective process, the reality is much messier, nuanced, and iterative. It is a complex, context-dependent process. We provide a practical, critical guide to undertaking SoTL literature searches and argue that these need to be seen as socially constructed processes. There is no one right way of searching the SoTL literature. The academic literacies perspective leads us to emphasise the variety of different purposes for carrying out a literature search. We distinguish between using comprehensive tools and selective sources. We end by arguing that there is a need for SoTL researchers to be less insular and take purposeful steps to search for, cite, and amplify diverse voices. This article complements a separate one where we review and synthesise the SoTL literature

Dedication

This special issue is dedicated to the memory of Susan Vajoczki, who passed away in October 2012. As Co-Chair of the 2012 International Society for the Scholarship of Teaching and Learning (ISSOTL) Conference and a past participant in the International Network for Learning & Teaching Geography in Higher Education (INLT) Writing Groups on which the initiative described in this issue was based, Sue recognized the potential value of attempting a collaborative writing initiative in the ISSOTL context. It was she who initially proposed the idea during the 2011 conference in Milwaukee, and she contributed actively and enthusiastically to the project’s success right up until the moment of her passing. Anyone who had the privilege of working with her knows how remarkably dedicated she was to enhancing teaching and learning in higher education; the creation of this initiative and the work it has generated is still further evidence of her commitment and vision

Engaging in radical work: Students as partners in academic publishing

Students as partners is the radical antithesis of the consumerist mind-set in higher education. Yet students have traditionally been absent from one key arena of academia: publishing. The International Journal for Students as Partners seeks to address this absence through pairing academic and student co-editors for all its sections

Reviewing the Literature on Scholarship of Teaching and Learning (SoTL): An Academic Literacies Perspective

There are few sources that critically evaluate the ways of reviewing the literature on scholarship of teaching and learning (SoTL). We use an academic literacies perspective as a lens with which to explore the ways that literature reviews may be undertaken. While reviewing the literature is often presented as a scientific, objective process, the reality is much messier, nuanced, and iterative. It is a complex, context-dependent procedure. We provide a practical, critical guide to undertaking SoTL literature reviews. We distinguish between embedded reviews that present a review contextualising the research that follows, as in most SoTL articles; and freestanding reviews that synthesise research on specific topics. We discuss the nature of embedded reviews, and evaluate systematic and narrative review approaches to undertaking freestanding reviews. We contend that the claims of the superiority of systematic reviews are unjustified. It is important that contextually-sensitive judgements and interpretation of texts associated with narrative reviews are seen as central to the reviewing process, and as a strength rather than a weakness. This article complements a separate one, where we apply an academic literacies lens to reviewing the literature on searching the SoTL literature. Together, they present a narrative review of searching and reviewing the SoTL literature undertaken systematically. We call for studies investigating the lived experiences of SoTL scholars. We illustrate this argument with an auto-ethnographic account of the often-serendipitous nature of our hunt for sources in preparing this review and the way our thinking and writing evolved during the writing of the two articles

Developing final year and capstone projects to engage students in research and inquiry: maintaining standards while encouraging creativity and diversity

This interactive presentation will explore creative ways in which we can design final year and capstone projects which include a significant element of research and inquiry and deliver key graduate attributes. Some departments have introduced capstone projects in their final year courses which are innovative or creative in the context of their discipline or institution, and may include group, work-oriented and community-based projects. There can also be novel ways of disseminating the findings – via exhibitions, undergraduate research conferences and other forms of public engagement. The key is to develop flexible alternatives which meet the needs of all students while maintaining comparable standards

Students as partners: Reflections on a conceptual model

This article reflects on a conceptual model for mapping the work which fits under the broad heading of students as partners in learning and teaching in higher education (Healey, Flint & Harrington, 2014). We examine the nature and purpose of the model with reference to specific examples and reflect on the potential and actual uses of the model in the development of practice and policy, focussing particularly on students as co-inquirers in SoTL. The article also provides a framework for the other articles in this special issue

Building Capacity for the Scholarship of Teaching and Learning (SoTL) Using International Collaborative Writing Groups

Objective: To understand participants’ perceptions of the impact of an innovative International Collaborative Writing Group (ICWG) initiative on their individual and collective SoTL capacity. Methods: A mixed method research design included participant surveys (phases 1 and 3), and focus groups and interviews (phase 2). Data from all three phases of research have been triangulated in order to facilitate an in-depth understanding of participants\u27 experiences. Findings: Findings reveal four key themes: mentoring and leadership, the creation of community, diversity of perspectives, and experiential learning and professional skill development. Discussion and Implications: Through the opportunities presented in relation to the four themes, the initiative appears to have helped facilitate the development of SoTL capacity and SoTL scholar identity. Research focusing on the impact of such initiatives on student learning is needed