in/pulse (Original writing, Poetry).

in/pulse is a collection of poems written to the beat of the body                     a collection of poems        that reclaim           the body in/pulse  is                                                              within     the body Source: Masters Abstracts International, Volume: 45-01, page: 0089. Thesis (M.A.)--University of Windsor (Canada), 2006

How to Feed Your Friends & Seduce Your Editors: Writing and Reviewing for SoTL

This presentation is a guide for authors interested in writing and reviewing papers in the scholarship of teaching and learning

The SoTL Body: Identifying and Navigating Points of Entry

The scholarship of teaching and learning (SoTL) as a field invites researchers to examine their teaching practice with the goal of understanding its impact and effect on student learning (Hutchings & Shulman, 1999). Though inclusive by nature – belonging to no discipline yet informing practice in all – SoTL does have its own discourse, assumptions, and literature that may intimidate disciplinary scholars. This paper uses the human body as a metaphor to explain how researchers from diverse disciplines can use familiar entry points to ease their transition into SoTL. We identify and analyze parts and systems of the human and research body, revealing connections between particular disciplinary research bodies and the SoTL research body – connections that we hope provide disciplinary scholars with the confidence they need to navigate and engage in SoTL

Leading the Leaders: Embedded Educational Leadership Initiatives at the University of Windsor

This project explored the impact and scope of embedded educational leadership initiatives (EELIs) at the University of Windsor. EELIs are programs through which individual members of the campus community autonomously and often collaboratively develop and pursue educational improvement projects within their own contexts. Such initiatives are quite common at Canadian universities, and can include, for example, small grants schemes, teaching chairs, and peer observation of teaching networks. They serve many needs at universities, and are widely believed to be an effective approach to improving teaching and learning, driving innovation, building leadership capacity, and communicating the value institutions place on quality teaching. There has been comparatively little empirical research on the outcomes of these programs, and infrastructure for their evaluation for improvement of productivity or strategic alignment tends to be limited. Moreover, despite their strong potential, without a coordinated approach, it is hard to capitalize on the expertise created over time, to bring groups together to address joint concerns through collaborative initiatives, or to establish mechanisms to identify and further support projects whose expansion or duplication would be of benefit to other units on campus.https://scholar.uwindsor.ca/ctlreports/1002/thumbnail.jp

Use of Narratives to Communicate Value in Educational Development

In the postsecondary educational context, the value of educational development can be challenging to convey. Currently used and widely touted performance metrics often prove inadequate for the scope and wisdom of this type of work and fail to reflect its value. Despite these limitations, there are rich, interdependent, and compelling experiences and informative lessons that do convey value and satisfy the drive to quantify impact. In this article, we draw on existing models and approaches to make meaning from evaluation and put forward a framework for eliciting narratives of experience to communicate value. Through this process, educational developers and leaders working in centres for teaching and learning can reflect on their activities, identify lessons, incorporate affective experiences, readjust goals, and celebrate achievements. They can do this in ways that evidence and communicate to academic stakeholders the value of their contributions and collective efforts

Learning Outcomes Assessment A Practitioner\u27s Handbook

Ontario’s colleges and universities have made strides in developing learning outcomes, yet effective assessment remains a challenge. Learning Outcomes Assessment A Practitioner\u27s Handbook is a step-by-step resource to help faculty, staff, academic leaders and educational developers design, review and assess program-level learning outcomes. The handbook explores the theory, principles, reasons for and methods behind developing program-level learning outcomes; emerging developments in assessment; and tips and techniques to build institutional culture, increase faculty involvement and examine curriculum-embedded assessment. It also includes definitions, examples, case studies and recommendations that can be tailored to specific institutional cultures.https://scholar.uwindsor.ca/ctlreports/1005/thumbnail.jp