What are the foundational moments of meaningful scholarship of teaching and learning (So TL) projects? How do teacher-scholars collect, develop, and share useful insights about student learning? How do they work through the pinch points that frustrate, confuse, or elude many So TL practitioners? By unpacking So TL processes through rich narratives that illustrate what they look like, this collection offers inspiration to anyone at any stage of engagement with So TL.This book takes discussions of So TL to a new level. Its subtitle reflects the microscopic lenses So TL processes can apply to student learning experiences to understand how they happen, what they look like, what they mean, and what we can do about them. Going beyond definitions, how-to, theory, and debates about methods and standards, the contributors offer a So TL primer documenting how practitioners have intentionally thought through key moments in their work. These procedural vignettes present powerful examples of what doing So TL looks like when done well.The authors represent a range of disciplines (the humanities, social sciences, natural sciences, and professions) and a mixture of familiar and unfamiliar names. Nancy Chick has selected contributions that compellingly illuminate why their authors focused on a particular critical moment, the questions they asked as they refined their approaches, and the theoretical and observational tools they employed to conduct their research. Each introduces a specific critical moment in doing So TL, taking the reader through the author’s reflections, concerns, and choices in doing meaningful So TL work.The aim is to support potential practitioners, inform educational developers who teach new So TL practitioners, and inspire experienced So TL scholars to reflect on their own practice. This is a compelling collection for anyone interested in practitioner reflection, intentional design, and advancing the field of So TL and the quality of teaching and learning.
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