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InSight: A Journal of Scholarly Teaching

www.insightjournal.net

New Managing Editor

Posted by Stacey Kikendall, September 2017

I am happy to introduce Dr. Alexis Culotta as InSight's new Managing Editor. Dr. Culotta holds a PhD in Art History from the University of Washington and has been an active scholar in the realms of both teaching and scholarship. She has been an adjunct instructor at Park since 2015, and she also teaches at the Art Institute of Chicago and the American Academy of Art. We look forward to working with her as we continue to make InSight a recognizable and respected venue for the scholarship of teaching and learning.

Volume 12 Published!

Posted by Stacey Kikendall, August 2017

In the three years I served as Editor of InSight, I had the very great fortune to work with many thoughtful and innovative teachers. I learned from teacher-authors who moved from simply asking a question to sharing inventive new methods focused on improving student learning; I observed teacher-reviewers who provided encouraging and detailed feedback; and I collaborated with teacher-editors who carefully considered the scope and future of this journal as well as the scholarship of teaching and learning. All of these teachers care deeply about their students and the profession, and I am honored to have been in such good company. My time with InSight energized my own teaching, and I look forward to continuing these conversations on the Advisory Board. Therefore, it is appropriate that this valuable sense of community serves as the foundation for our opening editorial.

In her essay, “Does Reading SoTL Matter?,” University of Calgary’s Nancy Chick addresses the question (and underlying fear) of whether the scholarship of teaching and learning is actually having an impact on teachers and students. As you read the articles in this volume, there is little doubt that the authors and their students are learning and improving, but Chick encourages us to not just read but act. After reading about the inspiring work teachers are doing throughout the world, try adopting one of their approaches in your own class and talk about it with your colleagues.

In this volume, you will read about the value office hours can have – if their purpose is explained to students; how reading strategies can be used effectively across different disciplines; and how reconfiguring an assignment to focus on the future can encourage student interest in solving problems. You will also find a new conceptual model for artistic and academic collaboration; a pedagogical practice using the voices of the oppressed and vulnerable (in art, music, literature, and film) to teach future human service workers; and a curriculum deliberately focusing on sexual diversity as one way of engaging with a diversity requirement. Lastly, the volume ends with a longitudinal study about student satisfaction in online courses; a comparison of a lecture-based course with a flipped course; and suggestions for addressing students’ concerns about group work.

InSight is a collaborative effort, and its success is a result of the hard work of many people. At the top of that list is the invaluable Jamie Els, whose efforts keep the journal running. B. Jean Mandernach, Amber Dailey-Hebert, and Emily D. Sallee are always available for excellent support and advice. Patricia Marsh substantially increases the accuracy and polish of the final product, and the feedback of the many peer reviewers continually improves the quality of the journal. My thanks to the entire InSight team.

Collaborative Learning

Posted by Stacey Kikendall, Feb 2017

As teachers, you have no doubt encountered students who resist what you are telling them. It might be that their beliefs fundamentally differ from the perspective you present in class, or they might simply hate certain pedagogical methods. One of the most common activities professors encourage in their classrooms is collaborative learning, and students have a long and often antagonistic relationship with group work. In Volume 11, we have several essays dealing with this topic.

In her article, "Teaching Small Group Communication: The Do Good Project," Elizabeth M. Minei from Baruch College discusses how relating group work to real-life experiences can help build communication. Meanwhile, Elizabeth G. Allan from Oakland University explores a new approach to group work in "'I hate group work!': Addressing Students' Concerns about Small-Group Learning."

The SoTL Community

Posted by Stacey Kikendall, January 2017

Recently, I was attempting to explain to non-academics why I continue in a profession that is often underfunded and underappreciated. I ended up simply describing the feeling I get when walking across a university campus, something I first felt as an undergraduate. The challenges, frustrations, discoveries, and joys of higher education produce a unique environment where people can come together to test their limits and expand their understanding. I thoroughly enjoy being a part of such an environment, and what could be better than sharing my love of literature with others? Yet, my enthusiasm for learning does not necessarily mean that I am using the best methods or practices when I teach or that my students are actively aware of their learning processes. Rather, it is through trial and error, peer exchanges, and involvement in the SOTL community that I move beyond a feeling and gain a scholarly perspective of what it is that I can offer students and, in turn, how students can engage with their own learning.

In the opening editorial of Volume 11, Professor Dan Bernstein of the University of Kansas expands on this important topic by considering the recent history of the scholarship of teaching and learning and arguing that now is the time to embrace teaching as a serious intellectual endeavor. He maintains that scholarly activity involving evidence and peer review can help us enlarge on what constitutes excellence in teaching. Not only will we become better educators, but this approach will also help us to prove that we are deliberate and thoughtful in our actions.

Check out Dr. Bernstein's editorial and the other great articles we've published over the years at insightjournal.net.

Looking for a new Managing Editor

I have thoroughly enjoyed my time as Editor of InSight: A Journal of Scholarly Teaching, and our upcoming Volume 12 (2017) is shaping up to be one of our best yet. However, after three years, it is time for someone else to take the reins. Editing this journal is a great learning opportunity, and it gives you the chance to engage in the international conversation about teaching and learning. Please do not hesitate to contact me if you want to discuss the Editor position or my experiences in that role.

~Stacey Kikendall

stacey.kikendall@park.edu

Call for Managing Editor

InSight: A Journal of Scholarly Teaching Vol. 13 (2018) and Vol. 14 (2019)

Park University is seeking a Managing Editor for the externally peer-reviewed teaching and learning journal InSight: A Journal of Scholarly Teaching.  The Managing Editor will join an editorial team, which includes an Executive Editor, an Editorial Assistant, copyediting support, and a peer review board comprising higher education faculty from Park University and a variety of other institutions across the country.  The start date for this position is August 1, 2017.

InSight has gained increasing recognition as a cross-disciplinary journal advancing the scholarship of teaching and learning in higher education. The publication is indexed through, among others, EbscoHost, MERLOT, and the Directory of Open Access Journals. It is available in print and online at www.insightjournal.net.

Position Description:

The responsibilities of the Managing Editor include issuing the call for manuscripts, coordinating the peer review process, and compiling the print journal.  These responsibilities will include managing the submission database; ensuring that all manuscripts are circulated for blind peer review; communicating review decisions to authors; managing the process of revision for each manuscript; and overseeing copyediting and layout.

The Managing Editor is supported by an editorial/peer review board and a designated Editorial Assistant who helps manage the administrative duties associated with the production of the journal.  The University contracts for copyediting services.  Finally, the Managing Editor collaborates with and is supported by an Executive Editor responsible for promoting the journal, ensuring broad dissemination of the call for manuscripts, and soliciting new peer reviewers and invited manuscripts.

Qualifications:

The ideal Managing Editor candidate will have a terminal degree, a record of research and teaching-related scholarship, higher education teaching experience, and excellent organizational and communication skills.  Previous experience serving as an editor or on a journal editorial board is also a preferred qualification.  The Managing Editor will be selected by the Editorial Board and will serve a two-year term with ongoing possibility of renewal.  Compensation for serving as a Managing Editor is in the form of a stipend or release time.

Procedure for Applying:

Please send a condensed curriculum vitae highlighting relevant qualifications and experiences to cetl@park.edu, along with a brief cover letter no later than January 30, 2017. Applications will be reviewed by a committee of internal and external editorial board members.

Please forward all inquiries to cetl@park.edu.

Park faculty featured in Volume 11

Posted by Stacey Kikendall, November 2017

InSight began as an in-house publication focused solely on the teaching innovations of Park faculty, but it quickly grew beyond our small institution. Now, over a decade later, we regularly receive submissions from scholars located at universities all over the world. We don't want to overlook the important work being done by our faculty right here at Park, though, and we encourage our colleagues to submit their scholarship of teaching and learning. The manuscripts are subjected to a double-blind peer-review process, so manuscripts are guaranteed fair consideration.

We are so pleased to have included two articles authored by Park faculty in the most recent volume of InSight. In their article, "The Role of Educators in Preparing the Confident Graduate Student," Geri Dickey, an Assistant Professor in Social Work, and her colleagues at the University of Kansas and Missouri Western University conducted a study to determine how well prepared students feel when entering a masters program in social work. In particular, they attempted to determine whether the students' undergraduate majors provided them with appropriate skills. Meanwhile, Rebekkah Stuteville, Associate Vice President for Academic Affairs, and Eric Click, Associate Professor of Public Administration, provide a status report of SoTL within public adminstration: "An Assessment of the Scholarship of Teaching and Learning in Public Administration from 2009-2013." They also analyzed how difficult it might be for some academic disciplines to accept the scholarship of teaching and learning because of the complexity inherent in defining the discipline in the first place.

Please consider adding your voice to the national conversation about teaching and learning by submitting to our next volume: insightjournal.net.

Volume 11 Published!

Posted by Stacey Kikendall, October 2017

Park University’s Center for Excellence in Teaching and Learning (CETL) is proud to present the eleventh volume of InSight: A Journal of Scholarly Teaching.  InSight is an international, peer-reviewed scholarly publication designed to highlight the work of postsecondary faculty.

The current volume includes eight compelling articles about teaching and learning, including two articles written by Park faculty. Geri Dickey, Ph.D., contributed “The Role of Educators in Preparing the Confident Graduate Student,” and Rebekkah Stuteville, Ph.D., and Eric Click, Ph.D., co-authored “An Assessment of the Scholarship of Teaching and Learning in Public Administration from 2009-2013.” In addition, the thought-provoking editorial by a professor at the University of Kansas encourages us to recognize the value of the scholarship of teaching and learning.

InSight continues to grow and has become a recognizable name in higher education. You can find more information about InSight and read Volume 11 online at http://insightjournal.net. You can also like us on our Facebook page at https://www.facebook.com/InSightJournal.

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