Zobrazeno 1 - 10
of 51
pro vyhledávání: '"Nicola Simmons"'
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 9, Iss 1 (2021)
The number of teaching-focused faculty (TFF) continues to increase, raising concerns about opportunities to engage in the Scholarship of Teaching and Learning (SoTL) for academics who are hired to focus on teaching rather than research. Various names
Externí odkaz:
https://doaj.org/article/e436bd4014f64fc093c9a31553b88835
Autor:
Nicola Simmons
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 8, Iss 1 (2020)
The Scholarship of Teaching and Learning (SoTL) encompasses research on postsecondary teaching and learning across all disciplines. Why do scholars engage in the study of teaching and learning? What supports and challenges do they encounter? What is
Externí odkaz:
https://doaj.org/article/30fb5350b36c457a8f58b53e7a4fb192
Autor:
Nicola Simmons, Elizabeth Marquis
Publikováno v:
Canadian Journal for the Scholarship of Teaching and Learning, Vol 8, Iss 2, Pp 1-5 (2017)
Externí odkaz:
https://doaj.org/article/ae8c87202a5545fc8a88edc728a93473
Autor:
Nicola Simmons, K. Lynn Taylor
Publikováno v:
Canadian Journal for the Scholarship of Teaching and Learning, Vol 10, Iss 1 (2019)
The gap between the practice of individual academics based on the ideal of the SoTL—improving student learning—and the institutional infrastructure and leadership to support that work is an ongoing challenge to the development of the field (Hutch
Externí odkaz:
https://doaj.org/article/4da098b9e52c46709b8ad64d2d158fad
Autor:
Nicola Simmons, Elizabeth Marquis
Publikováno v:
Canadian Journal for the Scholarship of Teaching and Learning, Vol 8, Iss 2, Pp 1-3 (2017)
The Scholarship of Teaching and Learning (SoTL) has been variously defined over its history. We suggest that evolving identity definitions are part of SoTL’s developmental process. Ascribing to Huber and Hutchings’ (2005) ‘big tent’ philosoph
Externí odkaz:
https://doaj.org/article/63395c65851142f1bbffeeeb6336c75d
Autor:
Nicola Simmons
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 6, Iss 2, Pp 165-166 (2018)
This short tribute to the value of ISSoTL conferences explores metatphors of crossing bridges and gaining the confidence through ISSoTL's support to 'dive in.' It reminds us of the value of colleagial networks in encouraging us to swim.
Externí odkaz:
https://doaj.org/article/a89236d5e56b4782a98251427039704c
Autor:
Nicola Simmons, Earle Abrahamson, Jessica M. Deshler, Barbara Kensington-Miller, Karen Manarin, Sue Morón-García, Carolyn Oliver, Joanna Renc-Roe
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 1, Iss 2, Pp 9-21 (2013)
Although academic identity has received attention in the literature, there have been few attempts to understand the influence on identity from engagement with the Scholarship of Teaching and Learning (SoTL). In this aper, we (a group of eight scholar
Externí odkaz:
https://doaj.org/article/1d2e9e2a1bce4115bb892a4b5cf0e79c
Autor:
Nicola Simmons, Shauna Daley
Publikováno v:
Canadian Journal for the Scholarship of Teaching and Learning, Vol 4, Iss 1, Pp 1-11 (2013)
Integrating the arts into higher education pedagogy provides an opportunity for cultivating rich ideas and high-level thinking, capitalizing on the creativity that every person already possesses and uses (Livingston, 2010). As Newton and Plummer (200
Externí odkaz:
https://doaj.org/article/94db4bceb0ae4a57a4eaaf37505d8371
Autor:
Nicola Simmons
Publikováno v:
Collected Essays on Learning and Teaching, Vol 6 (2013)
Graduate students use existing knowledge and are ultimately expected to add to that knowledge. Students in a Masters of Education entry course were asked to find a Wikipedia page related to the course topics, critique it, and make improvements to it
Externí odkaz:
https://doaj.org/article/0dc65f11c938488bb1d66b9f4268c092
Autor:
Nicola Simmons
Publikováno v:
Collected Essays on Learning and Teaching, Vol 1 (2011)
The purpose of the conference session upon which this paper is based was to challenge the notion that evidence of scholarship must be limited to publication in a peer-reviewed journal, and to open the doors for creative thinking about what might cons
Externí odkaz:
https://doaj.org/article/463b6f464ead4a7ea922392fb8f7615a