Notice bibliographique
Résumé
The impact of the movement we have come to call the Scholarship of Teaching and Learning (SoTL) can be measured in terms of its products and the processes that yielded them. In terms of products, we now have a significant number of journals, some with an international focus. We have an impressive range of influential books written by Carnegie scholars and many others. We look to these and other products to make our teaching more scholarly. Equally important for me are the processes by which these publications and other products come to be. In this regard, I have always considered it of paramount importance that what we might call distal work—that which is conducted at other institutions around the world—be complemented by local work conducted in our own backyards—our home institutions and departments. This brings us to Multidisciplinary Collaboration: Research and Relationships. Local work has local relevance and authenticity, and these are extremely valuable for scholarly approaches to teaching. Even more vital is the fact that engaging in local SoTL work builds communities of practice in this area and adds measurably to an institution's teaching culture. To this end, those of us who work in SoTL envision institutions in which SoTL work is the norm. It is an integral part of what a reflective institution and its practitioners do. This is why I am so encouraged by Multidisciplinary Collaboration: Research and Relationships. Here we see reflection and research about teaching brought to life at one institution. As we read Multidisciplinary Collaboration: Research and Relationships, I invite us to ask if this type of SoTL community is thriving at our institutions. We might also ask what it takes to create and sustain such a community. Certainly, administrative support is essential. With this in mind, it is very encouraging to see that one of the contributing authors in Multidisciplinary Collaboration: Research and Relationships was Mercer University's provost, Wallace Daniel. Of course, if volumes like Multidisciplinary Collaboration: Research and Relationships help build a community, we must ask who is included in such a community. The broad range of disciplines represented in this volume is very impressive in this regard. I am especially pleased to see that librarians’ perspectives are included. We have much to learn from librarians regarding teaching and SoTL, and it is very encouraging to read in that chapter that librarians want to be part of the learning processes that SoTL affords. It is worth noting that a number of authors in this volume address the notion of signature pedagogies. Signature pedagogies provide both an important context for SoTL and an opportunity to look critically at that pedagogy. The authors of this volume are to be applauded for doing both. It is one thing to describe and affirm common practice as found in signature pedagogies. It is something else again to use SoTL methods to examine, and perhaps challenge, what may be the status quo, as a number of these authors have done, especially in the area of student supervision. This examination takes some courage, and it is why I am so impressed with the chapters in this volume that take this on. This is how we affirm who we are as teachers and improve at the same time. It is also impressive that some of the authors in Multidisciplinary Collaboration: Research and Relationships describe processes in which data are collected and responded to before a course ends. This practice of what one author calls “real-time instructional feedback” (Jane West, Chapter 5 of this volume, 57) requires a considerable degree of organization and timeliness. It is an excellent practice, not just for the immediate benefits to students but also for what they see modeled in their instructors. Indeed, this volume provides models for all of us to follow. When we do, Multidisciplinary Collaboration: Research and Relationships will get even more of us talking. Gary Poole is a senior scholar at the Centre for Health Education Scholarship, University of British Columbia, Vancouver, Canada.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,006 | 0,016 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,005 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».