Scholarship of Teaching and Learning in STEM
Scholarship of Teaching and Learning in STEM

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Bassot, B. (2015) The Reflective Practice Guide: An Interdisciplinary Approach to Critical Reflection. Oxfordshire: Taylor and Francis.
Bassot, B. (2016) The reflective journal. 2nd edn. London: Palgrave.
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Brookfield, S. D. (2017) Becoming a Critically Reflective Teacher. New York: John Wiley & Sons, Incorporated.
Ciccone, A. (2019) ‘Learning Matters, Asking Meaningful Questions’ in SoTL Action: Illuminating Critical Moments of Practice. Edited by N. L. Chick, Sterling, Virginia: Stylus Publishing, pp. 15–22.
Clarke, V. and Braun, V. (2013) ‘Teaching Thematic Analysis’, the psychologist, 6(2), pp. 120–123. Available at: volume-26/ edition-2/ methods-teaching-thematic-analysis [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] (Accessed: 24 May 2021).
Cunliffe, A. L. (2016) ‘“On Becoming a Critically Reflexive Practitioner” Redux: What Does It Mean to Be Reflexive?’, Journal of Management Education, 40(6), pp. 740–746.
Cunliffe, A. L. (2020) ‘Reflexivity in teaching and researching organizational studies’, Journal of Business Management, 60(1), pp. 64–69.
Dewar, J., Bennett, C. and Fisher, M. A. (2018) The Scholarship of Teaching and Learning: A Guide for Scientists, Engineers and Mathematicians. Oxford: Oxford University Press.
Driscoll, J. and Teh, B. (2001) ‘The potential of reflective practice to develop individual orthopaedic nurse practitioners and their practice’, Journal of Orthopaedic Nursing, 5(2), pp. 95–103.
Fanghanel, J., McGowan, S., Parker, P., McConnell, C., Potter, J., Locke, W. and Healey, M. (2015) Literature Review. Defining and Supporting the Scholarship of Teaching and Learning (SoTL): A Sector-Wide Study. York: Higher Education. Available at: knowledge-hub/ defining-and-supporting-scholarship-teaching-and-learning-sotl-sector-wide-study (Accessed: 24 May 2021).
Felten, P. (2013). ‘Principles of good practice in SoTL’, Teaching and Learning Inquiry, 1(1), pp. 121–125.
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Gayle, B. M. (2018) ‘Scholarship of teaching and learning’, The SAGE Encyclopedia of Communication Research Methods. Thousand Oaks, California: SAGE Publications, Inc.
Geertsema, J. (2016) ‘Academic development, SoTL and educational research’, International Journal for Academic Development, 21(2), pp. 122–134.
Gilpin, L. S. (2011) ‘Scholarship of Teaching and Learning Trades’, International Journal for the Scholarship of Teaching and Learning, 5(2), Article 4. Available at: ij-sotl/ vol5/ iss2/ 4/ (Accessed: 8 July 2021).
Hutchings, P. and Shulman, L. S. (1999) ‘The Scholarship of Teaching: New Elaborations, New Developments’, Change: The Magazine of Higher Learning, 31(5), pp. 10–15.
Kessl, F. (2009) ‘Critical reflexivity, social work and the emerging European post-welfare states’, European Journal of Social Work, 12,(3), pp. 305–317.
Larrivee, B. (2000) ‘Transforming teaching practice: Becoming the critical reflective teacher’, Reflective Practice, 1(3), pp. 293–307.
McCarthy, M. (2019) ‘The Scholarship of Teaching and Learning (SoTL)’ in Handbook for teaching and learning in higher education: enhancing academic practice. Edited by S. A. Marshall. Abingdon, Oxon: Routledge, pp. 165–176.
McKinney, K., Friberg, J. and Moore, M. (2019) ‘Introduction to applying SoTL beyond the individual classroom: overview, framework, and two examples’ in Applying the Scholarship of Teaching and Learning beyond the individual classroom. Edited by J. Friberg and K. McKinney. Indiana: Indiana University Press.
Musgrave, J. (2019) ‘Reflexivity in Research’, in Beyond the Conventional: Using innovative methods in early years research. Edited by Z. Brown and H. Perkins, Abingdon: Routledge.
National Research Council (2012) Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. Washington, DC: The National Academies Press. Available at: catalog/ 13362/ discipline-based-education-research-understanding-and-improving-learning-in-undergraduate (Accessed: 28 February 2021).
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Shulman, L. S. (2002). ‘Forward’ in Ethics of Inquiry: Issues in the Scholarship of Teaching and Learning. CA: The Carnegie Foundation for the Advancement of Teaching. Available at: scholarship_teaching_learning/ CASTL_highed.html (Accessed: 8 July 2021).
Stewart, H., Houghton, L. and Burns, C. (2019) ‘The Capstone journey: Exploring design, delivery and evaluation in an undergraduate management discipline context’, Qualitative Report, 24(9), pp. 2122–2138.
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