Scholarship of Teaching & Learning (SoTL Program)

Permanent link for this collectionhttps://hdl.handle.net/2022/29272

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    The role of SoTL at a research-intensive university: An exploratory sequential needs analysis
    (2020) Sipes, Shannon M.; Minix, Amy
    The purpose of this mixed methods, exploratory sequential needs analysis was to determine the level of awareness of and participation in SoTL as a faculty activity on a large Midwestern research-intensive university, as well as the types of support services needed in order to engage in SoTL work. Findings indicate faculty at all career stages value implementation of scholarly teaching practices in their classrooms, but wait to conduct their own SoTL work in the mid-phase of their career; once a level of job security has been achieved. Support services need to begin with raising awareness of both scholarly teaching and SoTL, so that these become common elements for the teaching trajectory of more faculty members.
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    Pedagogical approaches utilized in nutrition education: A scoping review protocol
    (2023-07) Thiagarajah, Krisha; Denneler, Alyssa; Minix, Amy; Sipes, Shannon
    In nutrition and dietetics programs, active learning strategies are recommended to maximize student learning, but many instructors still default to a lecture-based teaching approach. Trained as disciplinary experts, not pedagogical experts, an overview of pedagogical methods utilized in the discipline will allow instructors an introduction to this body of knowledge and provide Scholarship of Teaching and Learning (SoTL) scholars with a way to identify gaps for future work. Therefore, the authors will explore the current literature on pedagogical strategies utilized within nutrition and dietetics undergraduate programs in the USA and Canada, using the Joanna Briggs Institute guidance for systematic and scoping reviews. The purpose of this article is to present the protocol for the subsequent scoping review as the recommended way of registering educational focused protocols.