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."
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.
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.
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.
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.
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 firstname.lastname@example.org, 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.
Park faculty featured in Volume 11
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.
Volume 11 Published!
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.
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