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

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References

Cook-Sather, A., Abbot, S. and Felten, P. (2019) ‘Legitimating reflective writing in SoTL: “Dysfunctional illusions of rigor” revisited’, Teaching and Learning Inquiry, 7( 2), pp. 14–27.
Dewar, J., Bennett, C. and Fisher, M. A. (2018) The Scholarship of Teaching and Learning. Oxford: Oxford University Publishing.
Felten, P. and Chick, N. (2018) ‘Is SoTL a Signature Pedagogy of Educational Development?’, To improve the academy, 37(1), pp. 4–16.
Glassick, C. E., Huber, M. T. and Maeroff, G. I. (1997) Scholarship assessed: Evaluation of the professoriate. San Francisco, CA:Jossey-Bass.
Hoon, H. C., Leibowitz, B. and Mårtensson, K. (2020) ‘Leading change from different shores: The challenges of contextualizing the Scholarship of Teaching and Learning’, Teaching & Learning Inquiry, 8(1).
How, Z. J. (2020) ‘A Systematic Review of Scholarship of Teaching and Learning Research in Higher Education Institutes from 2014–2019’ in Transforming Teaching and Learning in Higher Education: A Chronicle of Research and Development in a Singaporean Context. Edited by S. C. Tan and Shen-H. A. Chen. Singapore: Springer.
Huber, M. T. and Hutchings, P. (2005) The advancement of learning: Building the teaching commons. San Francisco, CA: Jossey-Bass.
Hutchings, P. (2019) ‘Circles of inquiry and impact: Expanding the teaching commons’ in Applying the Scholarship of Teaching and Learning beyond the individual classroom. Edited by J. Friberg and K. McKinney. Indiana: Indiana University Press.
Hutchings, P., Huber, M. T. and Ciccone, A. (2011) The Scholarship of Teaching and Learning reconsidered: Institutional integration and impact. San Francisco, CA: Jossey-Bass.
McKinney, K. (2007) Enhancing learning through the scholarship of teaching and learning: the challenges and joys of juggling. Bolton, Mass: Anker Pub. Co.
Minocha, S. (2021) Impact Evaluation Framework for Scholarship of Teaching and Learning. Available at: https://www.shaileyminocha.info/ blog/ 2021/ 6/ 7/ impact-evaluation-framework-for-scholarship-of-teaching-and-learning [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] (Accessed: 8 June 2021).
Pechenkina, E. (2020) ‘Chasing impact: The tale of three SoTL studies’, Teaching & Learning Inquiry, 8(1).
Plews, R. C. and Amos, M. L. (2020) Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL). Hershey: IGI Global.
Reed, M. (2020) What is impact?, Fast Track impact. Available at: https://www.fasttrackimpact.com/ what-is-impact (Accessed: 3 June 2021).
Schroeder, C. (2007) ‘Countering SoTL Marginalization: A Model for Integrating SoTL with Institutional Initiatives’, International Journal for the Scholarship of Teaching and Learning, 1(1).
Shaffer, K., Gentry, J. E. and Maben, S. (2019) ‘SoTL's Impact on Teaching Goals: A Case Study from a Regional University’, InSight: A Journal of Scholarly Teaching, 14, pp. 74–87. Available at: https://eric.ed.gov/ ?id=EJ1222885(Accessed: 3 June 2021).
Shulman, L. (2000) ‘From Minsk to Pinsk: Why a scholarship of teaching and learning?’, Journal of the Scholarship of Teaching and Learning, 1(1), pp. 48–53.
Simmons, N. (2016) ‘Synthesizing SoTL institutional initiatives toward national impact’, New Directions in Teaching and Learning, 146(1), pp. 95–102.
Simmons, N. (2020) ‘The 4M framework as analytic lens for SoTL’s impact: A study of seven scholars’, Teaching & Learning Inquiry, 8(1).
Verwoord, R. and Poole, G. (2016) ‘The Role of Small Significant Networks and Leadership in the Institutional Embedding of SoTL’, New Directions for Teaching and Learning, no. 146, pp. 79–86.
Weston, C. B. and McAlpine, L. (2001) ‘Making Explicit the Development Toward the Scholarship of Teaching’, New Directions for Teaching & Learning, 2001, no. 86, pp. 89–97.
Williams, A., Verwood, R., Beery, T. A., Dalton, H., McKinnon, J., Strickland, K., Pace, J. and Poole, G. (2013) ‘The Power of Social Networks: A Model for Weaving the Scholarship of Teaching and Learning into Institutional Culture’, Teaching and Learning Inquiry,1 (2), pp. 49–62.