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This article develops knowledge about the meaning and value ascribed to educational proficiency in the recruitment of full professors. Hiring processes reflect standards that organize academia and notions of academic scholarship, its value and quality, and agents involved have an institutional gate-keeping function. The empirical data, external peer review letters, is drawn from an old comprehensive research-intensive university, offering educational programmes within a broad range of scientific domains. Although a large variety of aspects are ascribed to educational proficiency, and variations do occur across scientific domains and reviewers, the main finding is a restricted notion. A special value is assigned to the scope of doctoral supervision and teacher training. Internal individual classroom performance is focused, while scholarly interaction is less emphasized. Reviewers primarily serve as gatekeepers of disciplinary research, not the education thereof, thus educational proficiency is no game changer in the context of academic scholarship. [ABSTRACT FROM AUTHOR]

Beginning in earnest in the late 1990s, educational researchers devoted increasing attention to the study of "active learning," leading to a robust literature on the topic in the scholarship of teaching and learning. Meanwhile, during largely the same period, political theorists discovered the radical philosophy of Giorgio Agamben, which soon after began to ripple through more radical forms of philosophy of education. While both the SoTL works on active learning and writings of "Agambenian" philosophers of education have offered new insights into their respective fields, active learning has not yet received a systematic philosophical reflection and the community of Agambenian philosophy of education has not yet been systematized. This article addresses both gaps, first through an outline of existing Agambenian approaches to the philosophy of education and second by theorizing active learning as a form of "destituent potential." The systematic reflection on the three threads of Agambenian philosophy of education—whatever, potentiality, and study—offers an introduction to less familiar readers, and the second section offers a model for how philosophical concepts can become theoretical tools for SoTL analysis. [ABSTRACT FROM AUTHOR]

There are many general books and articles on publishing in peer-reviewed journals, but few specifically address issues around writing for journals focused on the Scholarship of Teaching and Learning (SoTL). One of the challenges of beginning to write about teaching and learning is that most scholars have become interested in exploring these issues in higher education alongside their disciplinary interests and have to grapple with a new literature and sometimes unfamiliar methods and genres, as well. Hence, for many, as they write about their projects, they are simultaneously forging their identities as scholars of teaching and learning. We discuss the process of producing four types of SoTL-focused writing for peer-reviewed journals: empirical research articles, conceptual articles, reflective essays, and opinion pieces. Our goal is to support both new and experienced scholars of teaching and teaching-- faculty/academics, professional staff, and students--as they nurture and further develop their voices and their identities as scholars of teaching and learning and strive to contribute to the enhancement of learning and teaching in higher education. We pose three related sets of overarching questions for consideration when writing about teaching and learning for peer-reviewed journals and offer heuristic frameworks for publishing in the four specific writing genres listed above. We also discuss how to get started with writing, preparing to submit, and responding to reviewers, focusing on the importance of contributing to and creating scholarly conversations about teaching and learning. Finally, using the metaphor of being in conversation, we argue that writing is a values-based process that contributes to the identity formation of scholars of teaching and learning and their sense of belonging within the SoTL discourse community. [ABSTRACT FROM AUTHOR]

Germany has a unique scholarship program for highly talented students. The present study identifies differences between supported and non-supported pre-service teachers in this program and focuses on their motivations. A survey of N = 703 pre-service teachers (n = 279 supported) forms the basis of the analysis. Using a non-parametric data preprocessing approach (matching individuals), differences in motivations to become a teacher were modelled in these two balanced groups. The results show significant differences between supported and unsupported pre-service teachers in terms of theirmotivations for becoming teachers; however, there are no differences after propensity score matching and consideration of confounding variables. The findings indicate that a closer look at the subgroups of pre-service teachers is needed, and the results are therefore relevant to research on teacher education and the support of highly talented pre-service teachers. Future research should account for longitudinal approaches and the scholarship programs' impact. [ABSTRACT FROM AUTHOR]

An introduction to articles published within the issue is presented on topics including motivations for becoming a teacher in Germany's pluralistic scholarship system, student teachers' beliefs about self, learning and teaching, and collaborative reflection in teacher education.

This paper demonstrates how the Ghana Research and Education Abroad (GREA) program directors integrate the teaching-service-scholarship academic triad into the undergraduate education abroad experience. To do this we have created a unique combination of student-led formal and informal teaching situations, student-directed rural development work, and student-defined opportunities to conduct original field research, all to strengthen undergraduate learning. [ABSTRACT FROM AUTHOR]

This paper explores the potential for rigorous pedagogical scholarship to complement developments in digital art history (DAH). In addition to introducing ideas and methods that characterize scholarship of teaching and learning (SoTL) in higher education, we focus on two major themes: how digital tools and techniques can support robust scholarship of teaching and learning in art history (SoTL-AH) and ways that SoTL-AH can be used to evaluate and demonstrate the impact of DAH projects in the classroom and the public realm. Our goal is to encourage greater exchange between these two emerging fields that can together advance art historical study. [ABSTRACT FROM AUTHOR]

Abstract This article contrasts perceptions among 58 under-represented minority (URM) faculty employed at U.S. research-extensive universities who reported an absence of mentoring or experienced informal or formal mentoring modalities. Key findings reveal a mentoring glass ceiling that affects URM faculty career paths: an absence of mentoring can lead to significant career miscalculations; well-intentioned mentors can devalue faculty scholarship; lack of senior faculty accountability for observed disengagement from faculty career development; and inadequate mentorship often limits access to social networks and collaborative research opportunities. Recommendations are offered for developing effective formal mentoring initiatives that reflect an institutional investment in early-career URM faculty. [ABSTRACT FROM AUTHOR]

The current focus on identifying criteria for academic teaching practice is influencing performance goals for teaching academics. This has produced a strong imperative to engage with the scholarship of teaching and learning; however, it is not always clear how teaching academics continue to build capacity to do this during their academic career. Drawing on the literature, this paper analyses the outcomes from two years of faculty and institutional teaching grants to gauge their role in generating effective engagement in the scholarship of teaching and learning. The paper identifies some improvements to the grants programs which have contributed to quality outcomes. [ABSTRACT FROM AUTHOR]

This study explores the impact academic teachers’ writing of a teaching portfolio can have on their professional learning. Through an open-ended questionnaire, 26 academics from three faculties reported on insights, effects on teaching practice, and effects on collegial exchange that the portfolio writing entailed. We discuss how the experienced impact relates to the three competence levels excellence, expertise and scholarship of teaching and learning. With regard to academic development, we conclude that the writing of reflective teaching portfolios has the potential of contributing to an emerging academic community of practice characterised by a scholarly approach to teaching and learning. [ABSTRACT FROM AUTHOR]

Biggs' Presage-Process-Product (3P) model provides a flexible model for testing hypotheses about intra-psychic and contextual effects on student learning processes and outcomes; however, few empirical studies have effectively tested the longitudinal and reciprocal effects implied by the model. The current study provides an empirical test of theorised reciprocal relationships operating over time implied by the 3P model between perceived teaching quality and approaches to learning. The current study examines a longitudinal sample of Japanese university students (n = 1348; female = 404) from 18 degree programmes. Data from a reciprocal latent model were analysed using structural equation modelling. Modelling identified significant reciprocal effects between teaching quality and deep approaches to learning. Deep (positively) and surface (negatively) predicted annualised GPA (moderate and large effects, respectively). Consistent with a systems theory perspective on teaching and learning, longitudinal results supported hypothesised reciprocal relationships between perceptions of teaching quality and approaches. Implications for theory and practice are discussed. [ABSTRACT FROM AUTHOR]

The 3M National Teaching Fellowship is a national teaching award program that has recognized over 300 teachers at more than 80 Canadian universities for their teaching excellence and outstanding educational leadership. Despite its rich, 30 plus-year history, its impact has remained largely anecdotal. In this study, we build on Hannah and Lester's (2009) original, multilevel approach that looks at interactions between the individual, network, and systems levels to explore the impact of the 3M National Teaching Fellowship program on furthering and enriching teaching and learning in higher education. Through the analysis of a large collection of program artefacts corroborated with in-depth interviews with 11 fellows (key informants), we were able to gain a deeper understanding of the ways in which the program has had impact at the individual (micro), departmental (meso), institutional (macro), and national/international (mega) levels. In this article, we outline our scholarly exploration of the program's influence and explore its role as a high-impact community of practice in higher education. [ABSTRACT FROM AUTHOR]

Faculty in their early careers discover unique and unanticipated concerns in navigating academia and attempting to create life balance. These needs must be addressed to ensure retention and success in the tenure process. This exploratory study found the creation of first-year faculty learning communities (FLCs) provides needed, integral, and engaging support to encourage balance in teaching effectiveness, scholarship, and service and to increase confidence in comprehending a university's tenure process. More broadly, offices of faculty development on university campuses should prioritize long- term, evidence-based support to assist new faculty as they transition into the demands of a tenure-track position. [ABSTRACT FROM AUTHOR]

Mentoring has long been viewed as a powerful means of enhancing the professional success and personal wellbeing of early-career faculty; however, little is known about its benefits for senior faculty. Using data from a peer mentoring community of six senior faculty women in leadership roles at a research university, this study explores the impact of mutual mentoring on leadership development. Members shared experiences and expertise, provided support and feedback regarding current work issues, and deepened social connections and relationships with other advanced-career women. The findings underscore the importance of mentoring for senior women in leadership positions and of a mutual mentoring model as an approach that promises significant benefits. [ABSTRACT FROM AUTHOR]

This article presents the results of research examining an innovative initiative designed to build capacity for international, collaborative scholarship of teaching and learning: the development of international collaborative writing groups (ICWG). The study focusses particularly on the role of leadership within the groups as a significant factor in the effectiveness of the initiative. Results from an online survey of 30 former ICWG-participants reaffirm the significance of leadership to the ICWG’s success. In particular, respondents emphasise the value of leadership approaches that foster community and encourage members to take responsibility for tasks. Implications for leadership in related academic development contexts are considered. [ABSTRACT FROM AUTHOR]

While the scholarship of learning and teaching is filled with examples of learning communities and how they enhance the development of faculty, many of these are longterm, institutionalized opportunities. Little scholarship exists around short-term, interdisciplinary, cross-institutional experiences and how they inform the work of faculty related to teaching and learning. This article examines the impact of a short-term, onetime teaching and learning conference: The Wakonse Conference on College Teaching (Wakonse). Through interviews with past conference attendees, the lasting impact, transformative experiences, and contribution to faculty development through a community of colleagues dedicated to student teaching fostered by the conference was examined. Hewson (2000) developed a framework for clinician-educators which aligned with the outcomes of the Wakonse experience. Using Hewson's (2000) framework, issues related to climate, learning-centeredness, facilitated learning and application of knowledge, self-awareness, and individualized teaching were examined. As a result, participants shared the ways in which the Wakonse experience was transformative for them. Key themes that emerged from this study included the roles of community and sense of place; learning-centered opportunities; and the importance of holistic personal development. Each of these elements - as articulated by the study participants - represented a key aspect of the Wakonse conference and how and why the conference had lasting significance to attendees. [ABSTRACT FROM AUTHOR]

This article describes and provides supporting empirical evidence of a curriculum mapping strategy to aid elementary school science teachers to articulate learning goals for a given curriculum and thus build a deeper understanding of the science content embedded within the curriculum. Seven teachers used the mapping strategy to collaboratively map out the learning goals for the science kit units they use in their classrooms. Three elements of the mapping strategy, conceptualized as components of culturally mediated learning, were found to be important contributors to the teachers’ understanding of the units: the physical mapping table, the construct of types of knowledge (declarative, procedural, and schematic), and the process of collaborative sense making. Through the mapping, the teachers became more able to identify the learning targets of each lesson, understand how each aspect of the unit adds to or is peripheral to the trajectory toward achieving the learning goals, and adjust their teaching practices accordingly. Implications for professional development and curriculum development are discussed. [ABSTRACT FROM AUTHOR]

Results from a sample of 1,013 Georgia principals who rated 12,617 teachers are used to compare holistic and analytic principal judgments with indicators of student growth central to the state's teacher evaluation system. Holistic principal judgments were compared to mean student growth percentiles (MGPs) and analytic judgments from a formal observation protocol. The correlations of a holistic principal rating with teacher MGPs and observation protocol scores were 0.22 and 0.32. Teachers selected as most successful at increasing student achievement had a mean MGP that was a full SD higher than did teachers selected as least successful, and a mean observation protocol score that was 1.35 SDs higher. Holistic principal judgments appear to be much more strongly influenced by observations of teachers' classroom practices than they were by evidence of growth in student achievement. [ABSTRACT FROM AUTHOR]

We evaluated the efficacy of a technical assistance (TA) model for increasing the competitiveness of historically Black colleges and universities (HBCUs) and other minority-serving institutions (MSI) seeking funding to expand their teacher training through the National Science Foundation (NSF)'s Robert Noyce Teacher Scholarship (Noyce) Program. The Noyce Program addresses the President's Council of Advisors on Science and Technology (PCAST) goal to support at least 100,000 new STEM middle and high school teachers. The Quality Education for Minorities (QEM) Network engaged in a series of strategies to broaden participation of Noyce to MSIs, with the long-term goal of diversifying the pipeline of new STEM teachers. Results found that of the 335 active Noyce awards, 39 were awards to MSIs. Of the 39, 23 (59%) were awarded to institutions represented in at least one QEM Noyce TA workshop. This study looks at the potential of TA models for HBCUs and MSIs to generalize across a spectrum of initiatives aimed at strengthening the nation's teacher education programs, and graduating quality STEM teachers. [ABSTRACT FROM AUTHOR]

In 2016 the 3M National Teaching Fellowship reached a milestone in celebrating the 30th anniversary of the first fellowship in 1986. The fellowship is the premier award of the Society for Teaching and Learning in Higher Education and each year up to 10 fellows are announced. Thus far, there has not been a systematic review or evaluation of the fellowship program. This study is a starting point to engage the various stakeholders and gather their perspectives regarding the fellowship program. This paper highlights the findings of a national questionnaire that targeted 3M National Teaching Fellows, administrators, educational developers, faculty, and students. The findings provide a snapshot of the awareness of the fellowship, the impact of fellows on their institutions and beyond, and recommendations for the future of the program. [ABSTRACT FROM AUTHOR]

Teaching and learning research in higher education, often referred to as the Scholarship of Teaching and Learning (SoTL), is still relatively novel in many academic contexts compared to the mainstay of disciplinary research. One indication of this is the challenges those who engage in SoTL report in terms of how this work is valued or considered credible amongst disciplinary colleagues and in the face of institutional policies and practices. This paper moves beyond the literature that describes these specific challenges to investigate how 23 experienced SoTL researchers from five different countries understood the notion of credibility in relationship to their SoTL research and how they went about developing credibility for their work. Semistructured interviews were facilitated and analyzed using inductive analysis. Findings indicate that notions of credibility encompassed putting SoTL research into action and building capacity and community around research findings, as well as gaining external validation through traditional indicators such as publishing. SoTL researchers reported a variety of strategies and approaches they were using, both formal and informal, to develop credibility for their work. The direct focus of this paper on credibility of SoTL work as perceived by experienced SoTL researchers, and how they go about developing credibility, is a distinct contribution to the discussions about the valuing of SoTL work. [ABSTRACT FROM AUTHOR]

Determining authorship credit and order in collaborative research projects can be difficult, can introduce or increase conflict in the research environment, and can exacerbate existing inequalities and affect power dynamics between team members. As a result, much disciplinary scholarship has been written to develop potential guidelines for authorship credit and order. However, the collaborative interdisciplinary nature of much SoTL work, along with the increasing focus of SoTL on students as co-inquirers into SoTL research, creates unique issues and challenges in ethically assigning authorship credit on SoTL projects. Informed by seminal disciplinary papers on authorship issues and best practices in undergraduate research, this paper proposes a new model to identify the relative contributions of student collaborators and explicitly incorporate a process-focused approach to collaborative faculty-student SoTL projects. [ABSTRACT FROM AUTHOR]

Scholarly personal narrative (SPN) extends the available methodologies by which researchers conduct the Scholarship of Teaching and Learning (SoTL). In this article, the authors define SPN, which interprets personal experience through scholarly frameworks, leveraging the power of reflective practice to understand the interpersonal dynamics of both the classroom and wider academic communities. SPN fosters disciplinary understandings of SoTL and bridges discourse barriers in order to illuminate the complex environments of teaching and learning. The article examines how widely-accepted definitions of scholarship apply to SPN and provides a scholarly approach for researchers to analyze personal experience as a pool of data, employ a range of analytical techniques, and identify significant results. Through an analysis of two articles, the authors discuss the usefulness of SPN both as a major and minor critical lens. The inclusion of SPN may enrich SoTL pluralism and contribute to the knowledge of the complex contexts and influences that shape instructors, learning environments, and student experiences. [ABSTRACT FROM AUTHOR]

Among the challenges of navigating the promotion and tenure (P&T) process is the need to describe one's career using the language of P&T expectations, while also framing that language to reflect the unique work involved in health professions education (HPE) scholarship. Drawing on the distinction between denotative and connotative meanings of words, we describe how the language of P&T standards can hold different meanings depending on how they are contextualized in the HPE field and the communities therein. To illustrate, we describe our experiences of adapting the language of 'teaching' to the expectations of the P&T committee while also reflecting the non-traditional 'teaching' we do in HPE. We also share three practical tips for navigating the P&T process: (1) find a local mentor, (2) craft the story of your expertise, and (3) seek feedback from your local stakeholders on the connotative story you have crafted. [ABSTRACT FROM AUTHOR]

This article reflects a metaview of the work of the three research projects funded through the Institute for Education Sciences under the Reading for Understanding competition that addressed middle-grade through high school readers (grades 4-12). All three projects shared the assumption that instruction is necessary for successful reading to learn just as it is for learning to read. Through multiple studies conducted independently, the three projects arrived at common themes and features of productive instruction for reading for understanding with adolescent readers. These common themes are elaborated with instructional examples and include the following: (a) Students purposefully engage with multiple forms of texts and actively process them, (b) instructional routines incorporate social support for reading through a variety of participation structures, and (c) instruction supports new content learning by leveraging prior knowledge and emphasizing key constructs and vocabulary. [ABSTRACT FROM AUTHOR]

The author explores a turn from understanding the undergraduate campus as a space of secularism to a post-secular space. The author examines the ways in which this shift is both driven by and reinscribes particular understandings of religion, in particular understandings of religion as violent. He asserts how a student-centered approach also recognizes that people learn better, and retain what they learn longer, when they have an active role in the learning process.

In the current higher education environment, providing high quality teaching and learning experiences to students has moved beyond desirable to essential. Quality improvement takes many forms, but one core aspect to ensure sustainable improvement is the development of a culture of scholarship of teaching and learning (SoTL). Developing such an institutional culture is surprisingly challenging yet essential to improving the status of teaching in higher education (HE), being successful in teaching and learning awards and grants, and, improving the student experience. The Australian Government's Promoting Excellence Network initiative funds networks to foster collaboration between HE institutions to improve outcomes in national learning and teaching award and grant programs. Supported by this funding, the South Australian / Northern Territory Promoting Excellence Network (SANTPEN), a grouping of six institutions, formed. Bringing together a diverse network of institutions, similar only by virtue of geographic location is challenging. This paper describes the first three years of SANTPEN's journey from the context of our own development with the concept of SoTL and how we applied this to build a culture of SoTL in and between our institutions. It also demonstrates how a modest budget can be put to effective use to benefit those immediately involved, institutional objectives and the aims of the national funding body. We provide evidence of this effectiveness and conclude with our collective aspirations for the future of SANTPEN and other likeminded and funded networks. [ABSTRACT FROM AUTHOR]

Previous research has demonstrated that the way adults interact with children with autism can have a great impact on their spontaneous communication. However, to date, few studies have focused on modifying adults' behaviour and even fewer have been conducted in school settings which actively involve teaching staff in designing the intervention. The aims of this study were twofold: (1) to explore the extent to which staff were able to build on their good practice and alter their interactive style and (2) to then assess the effects of this change on children's communication. The study used an action research methodology and involved three members of staff and six children with autism. The staff and the researcher developed an Adult Interactive Style Intervention ( AISI) in partnership. This was based on two theoretical models of child development and disability. Data were collected pre- and post-intervention and at follow-up (12 months after the end of the main study) to measure change. The results showed that staff considerably increased the number of times they used AISI principles post-intervention and that this change had a significant impact on the children's spontaneous communication. All three staff took an active participatory role in the study which was considered a very positive and empowering experience. [ABSTRACT FROM AUTHOR]

This essay considers the relation between academic development, the scholarship of teaching and learning, and educational research. It does so with reference to questions of academic identity and disciplinary expertise, arguing that as developers we need to consider carefully the ways in which we frame how we approach attempts to foster reflective practice through the scholarship of teaching and learning. Rather than positioning SoTL as educational research, it may make more sense to approach it strategically as a means of development oriented towards more local levels of practice. [ABSTRACT FROM AUTHOR]

Blended learning, in the form of screencasts to be viewed online outside of class, was incorporated into three sections of an introductory sociology course in a liberal arts college setting. The screencasts were used to introduce concepts and theories to provide more time for discussion in class and more opportunity for students to review concepts and theories outside of class. Students’ use and their perceptions of the impact of the screencasts were assessed with an in-class survey instrument in addition to a web-based college-administered survey. Although it was not possible to measure the impact of blended learning on students’ academic performance and learning outcomes in this exploratory study, student responses indicated high use of the screencasts as well as the perception that the screencasts were helpful, contributed positively to performance on exams, and also led to more positive feelings about the course more generally. Overall, this provides an optimistic initial appraisal of the prospects for blended learning. [ABSTRACT FROM AUTHOR]

A letter is presented from American physicist Albert Einstein to university dean Currier McEwen, dean of New York University, School of Medicine, regarding the teaching fellowship and academic position of professor Rudolf Ehrmann.

Journal club is an important teaching learning activity of educational institutions and thus improving medical education of the country. It is directly related to improving patients outcome of one's own department or institution. There is increasing demands to practice effectively medical science at highest stakes. A formal journal club facilitates discussing and evaluating new research and its application to practice and improving patient care. However many a times, journal club fails to achieve its role and a superficial discussion on clinical aspects distracts its aims and objectives. The advantages of using a journal club are that you and your peers can keep current with new transplant knowledge, learn to facilitate the strength of the evidence, promote implementation of new knowledge into practice, and improve patient outcomes. A journal club has been defined an educational meeting in which a group of individuals discuss current articles, providing a form for a collective effort to keep up with the literatures Key words: Journal club, Evidence based practice, Medical education. [ABSTRACT FROM AUTHOR]

Despite the growing body of scholarship on burnout among social justice activists who are working on a variety of issues, from labor rights to queer justice, little attention has been paid to burnout among those whose activism focuses on issues of educational justice. To begin to address this omission and understand what supports might help social justice education activists mitigate burnout and sustain their activism, we analyzed interview data from 14 activists focused on activist burnout and its implications on movements for educational justice.. This analysis identified 3 major symptom categories of activist burnout and we gained insights into theculture of martyrdomin social justice education movements. These symptoms and the culture of martyrdom, by negatively impacting the health and sustainability of activists, threaten the efficiency and effectiveness of educational justice movements. [ABSTRACT FROM PUBLISHER]

The contribution of the Institutional Program of Scholarship in Teaching Initiation (PIBID) in the training of undergraduates of the Biology course is undertaken from the point of view of inclusive education. Based on the study's qualitative presuppositions, data were provided by the achievements of focal groups directed by half-structured interviews. After the literal transcription of the discourses, data were analyzed through the categorization of three axes. Current analysis registers that PIBID favors the professionalization of teaching committed to educational practices and challenges. However, activities and strategies for an inclusive approach are still demanded. [ABSTRACT FROM AUTHOR]

The article focuses on events surrounding economist Paul Samuelson's recruitment in Massachusetts Institute of Technology (MIT). Topics include Samuelson's stand on anti-semitism, being a junior fellow at Harvard University and opting out of Harvard, and professors Edward Chamberlin and Edwin Bidwell Wilson's role in Samuelson's recruitment in MIT and Samuelson's .

The articles discusses the history and rise of economics department of Massachusetts Institute of Technology (MIT). Topics include collective biography or prosopography of MIT economics department, complete data set of MIT students, evidences of the graduates and doctoral fellows produced by MIT and supervisors.

Purpose -- The purpose of this paper is to highlight the importance of enterprise educators working collectively to develop a unique scholarship of teaching. The authors argue that the time is right for educators in this domain to secure the future of enterprise education. Acknowledging the debate between "entrepreneurship education" and "enterprise education," the authors set out to develop a unification model through which educators can act collectively to demonstrate the leadership required to secure the autonomy of the domain. Design/methodology/approach -- The authors bring several pertinent ideas (pedagogical content knowledge, heutagogy and academagogy) to the attention of academics/researchers involved in the design, development and delivery of enterprise education. The innovative approach to combine these ideas with prevailing thinking in this domain has facilitated a model for collective action. Findings -- It is at the level of the shared philosophical positions that the authors can best cooperate to shape the future direction of enterprise education. The authors argue against dwelling upon how the authors differ in terms of context and process issues. Such matters can only fragment the theory and practice of enterprise education. The authors need to develop greater appreciation of shared philosophical positions and leverage this understanding into a unique scholarship of teaching, specific to enterprise education. Practical implications -- As enterprise education becomes more global, it is also likely to become more attractive to business schools that long for a new positioning tool in the increasingly overcrowded markets that they compete in. Originality/value -- This paper encourages enterprise educators to reflect upon the knowledge they hold of their own practice, and that of other enterprise educators. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the current status of the Scholarship of Teaching and Learning (SoTL) within academic dentistry. A twenty-two-item survey was distributed to faculty members of American Dental Education Association (ADEA) member schools asking about their awareness of SoTL practices, perceived barriers to SoTL application, and ways to enhance SoTL activity. Four hundred thirty surveys with equal distribution of assistant, associate, and full professors were received (this may be considered a response rate of 5.4 percent out of roughly 8,000 ADEA faculty members). Almost 70 percent of the respondents indicated that they highly valued SoTL; only 2.1 percent indicated they did not. The extent to which the respondents valued SoTL was positively correlated with their perception of SoTL's value among other faculty members in their program (r(322)=0.374, pO.OOl), school (r(299)=0.204, pO.OOl), and institution (r(233)=0.296, p<0.002). However, the respondents were generally unsure how SoTL was applied at their institutions. Respondents from private institutions reported making more SoTL presentations at conferences than did those from public institutions (t(303)=-2.761, p=0.006) and stronger promotion of SoTL in their institutional policies (t(330)=-3.004, p=0.003). Barriers to changing the perception and application of SoTL appeared to exist at both organizational and individual levels, and ADEA was perceived to be well positioned to assist with both. [ABSTRACT FROM AUTHOR]

Informed by feminist theory and methods, the authors adopt first person narrative and a conversational tone as a means by which to discuss sites of conversations in graduate student training. We discuss the creation of a Director's lunch program as a site of planned conversations and traditional workshop offerings as a site of unplanned conversations. We share our lessons learned from the conversations that took place in both locations and focus on how purposeful planning for conversations can shape graduate student programming and help build a teaching and learning community. [ABSTRACT FROM AUTHOR]

The article discusses the Transforming the Experience of Students through Assessment (TESTA) National Teaching Fellowship Project, which is funded by the Higher Education Academy (HEA), in 2014. Topics include TESTA's use of the Assessment Experience Questionnaire (AEQ) as a research method, the use of the program in colleges and universities, and the project's influence on revisions made to assessment patterns.

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The use of recent college graduates as uncertified classroom teachers has increased in recent years, with the growth of Teach for America, alternative certification routes for teachers, and alternative schools for urban children placed at risk. Few studies to date have investigated the effects of using these inexperienced teachers on the quality of classroom instruction and student engagement in learning. This study examines the effectiveness of using uncertified teaching fellows in alternative urban middle schools that employ the NativityMiguel educational model. Results support the value of using such teachers, provided they are well prepared, mentored, and given appropriate teaching responsibilities as they become more proficient in the classroom. Implications for practice in urban schools are discussed. [ABSTRACT FROM PUBLISHER]

Over the past two years, through an NSF RCN UBE grant, the ASBMB has held regional workshops for faculty members and science educators from around the country that focused on identifying: 1) core principles of biochemistry and molecular biology, 2) essential concepts and underlying theories from physics, chemistry, and mathematics, and 3) foundational skills that undergraduate majors in biochemistry and molecular biology must understand to complete their major coursework. Using information gained from these workshops, as well as from the ASBMB accreditation working group and the NSF Vision and Change report, the Core Concepts working group has developed a consensus list of learning outcomes and objectives based on five foundational concepts (evolution, matter and energy transformation, homeostasis, information flow, and macromolecular structure and function) that represent the expected conceptual knowledge base for undergraduate degrees in biochemistry and molecular biology. This consensus will aid biochemistry and molecular biology educators in the development of assessment tools for the new ASBMB recommended curriculum. © 2013 by The International Union of Biochemistry and Molecular Biology, 41(5):289-296, 2013 [ABSTRACT FROM AUTHOR]