Summer 2022 Teaching Reading List
First, I would like to thank each of you for your continued engagement and interest in SoTL (and these blog articles). This week, I would like to share a summer SoTL reading list, in case you have some time to review. This will be my last SoTL blog until the middle of August 2022, when many of us attend final preparations for the autumn 2022 term.
Students as Partners
Felten, P., et al.. (2019). Reimagining the place of students in academic development. International Journal for Academic Development, 24(2), 192-203. https://doi.org/10.1080/1360144X.2019.1594235
Cook-Sather, A., et al.. (2021). Where Are the Students in Efforts for Inclusive Excellence? Two Approaches to Positioning Students as Critical Partners for Inclusive Pedagogical Practices. To Improve the Academy: A Journal of Educational Development, 40(1). https://doi.org/10.3998/tia.961
Alternative Approaches in Assessment: Beyond Ungrading
Montenegro, E., & Jankowski, N. A. (2020). A New Decade for Assessment: Embedding Equity into Assessment Praxis. Occasional Paper No. 42. National Institute for Learning Outcomes Assessment. https://eric.ed.gov/?id=ED608774
Guberman, Daniel (2021). “Student Perceptions of an Ungraded Course.” Teaching and Learning Inquiry 9(1). https://doi.org/10.20343/teachlearninqu.9.1.8
Martin, T., et al.(2021). “Ungrading Across the Disciplines: Reflections of a Professional Learning Community.” Pedagogicon Conference Proceedings. 7. https://encompass.eku.edu/pedagogicon/2020/specialaudiences/7
Imposter Syndrome
Rudenga, K., & Gravett, E. (2019). Impostor Phenomenon in Educational Developers. To Improve the Academy, 38(1), 1-17. https://doi.org/10.1002/tia2.20092
Hutchins, H. (2015). Outing the imposter: A study exploring imposter phenomenon among higher education faculty. New Horizons in Adult Education and Human Resource Development, 27(2), 3-12. https://doi.org/10.1002/nha3.20098
Resistance to Active Learning
Michael, J. (2007). “Faculty Perceptions about Barriers to Active Learning” College Teaching, 55(2), 42-47. https://doi.org/10.3200/CTCH.55.2.42-47
Cavanagh, A. et al. (2016) “Student Buy-In to Active Learning in a College Science Course” CBE – Life Sciences Education, 15(4). https://doi.org/10.1187/cbe.16-07-0212
Tharayill, S. et al. (2018) “Strategies to Mitigate Student Resistance to Active Learning” International Journal of STEM Ed, 5 (7). https://doi.org/10.1186/s40594-018-0102-y
Diversity and Inclusion
Green, D. & Little, D. (2016). “Family portrait: a profile of educational developers around the world”, International Journal for Academic Development, 21(2), 135-150. https://doi.org/10.1080/1360144X.2015.1046875
Jenkins, C. & Alfred, M. (2018). “Understanding the motivation and transformation of White culturally responsive professors” Journal of Adult and Continuing Education, 24(1), 81-99. https://doi.org/10.1177/1477971417738793
