The Scholarship of Teaching and Learning in Canada: Institutional Impact New Directions for Teaching and Learning, 146

Nicola Simmons, Editor

Two years ago, SoTL Canada posted an invitation to submit institutional case study chapters to provide examples and evidence of the ways in which post-secondary institutions in Canada have developed and sustained programs around the Scholarship of Teaching and Learning that impact the institutional pedagogical climate.

This special journal issue, The Scholarship of Teaching and Learning in Canada: Institutional Impact, has just been released by Jossey-Bass. Chapters outline practices, include evidence of impact, and discuss continuing challenges with this work. The chapters thus conceptualize the work of SoTL and provide enough detail so that others may develop effective models of practice.

This has been an exciting collaborative process – all chapter authors engaged in substantial peer-review of each other’s work during the year of writing and have presented as panels on it twice already. We’re extremely pleased with the resulting publication, which we expect will contribute to a literature baseline in Canada in this field.

Dr. Nancy Chick kindly wrote in her foreword:

“This volume belongs on shelves across campus, not just in teaching and learning centers. Administrators and teaching staff will be able to compare their distinct contexts to those described in these pages and learn from others’ practices and responses to institutional culture. Students will see the work that’s being done—often behind the scenes from their perspective—to promote their learning.

This volume belongs on the reading list for a Canadian summit of institutional leaders, who will brainstorm strategies for expanding the sponsorship of SoTL at and between their institutions.

This volume also belongs on the desks of provincial government officials who talk about the importance of higher education but are unaware of SoTL, the most effective on-the-ground activity that strengthens the work of the university.

It belongs on the “To Do” lists of other Canadian campuses, so more will share their SoTL stories.

It belongs in a stack of models for other countries to document the specific structures for SoTL (or the lack thereof) around the world.

Finally, this volume belongs in the bibliographies of the international SoTL community as we push ourselves to explore how the particularities of contexts—not just our own—affect the institutions, cultures, and practices of the scholarship of teaching and learning.”

We hope to take up Nancy’s call and are currently discussing how we might best go about making sure copies reach the right eyes as part of our continuing SoTL Advocacy efforts.

If you wish to order a hard copy, call 800-835-6770 with PROMO 25HAE for discount OR VISIT wiley.com/buy/9781119272410.

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