Conference Tracks
Academic/ Professional Development - Research
Abstract
While numerous SoTL studies have focused on closing the learning gap of diverse students through the deployment of learning strategies to meet their needs, these studies may not explicitly recognize that both “learning” and “need” are by very nature socio-cultural endeavors, not simply tactical or pedagogical moves. This study examines results and implications of a year-long, pre-SOTL course to cultivate faculty habits of deep awareness of the teaching-learning process as an endeavor laden with socio-cultural, not just pedagogical, underpinnings. Participants will complete a self/institutional assessment, identify transferable factors of the model, and engage in a sample inquiry activity.
Session Format
Presentation
Location
Room 5
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Kishbaugh, Tara L.S. and Leaman, Lori, "Attending to T&L: Sociocultural faculty development for diversity-responsive SoTL" (2019). SoTL Commons Conference. 19.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2019/19
Supplemental Material
Attending to T&L: Sociocultural faculty development for diversity-responsive SoTL
Room 5
While numerous SoTL studies have focused on closing the learning gap of diverse students through the deployment of learning strategies to meet their needs, these studies may not explicitly recognize that both “learning” and “need” are by very nature socio-cultural endeavors, not simply tactical or pedagogical moves. This study examines results and implications of a year-long, pre-SOTL course to cultivate faculty habits of deep awareness of the teaching-learning process as an endeavor laden with socio-cultural, not just pedagogical, underpinnings. Participants will complete a self/institutional assessment, identify transferable factors of the model, and engage in a sample inquiry activity.
