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UAL Research Online

Expanding access to the SoTL borderland: A call for inclusive student engagement in the enhancement of teaching and learning

Felten, Peter and Bagg, Julianne and Bumbry, Michael and Hill, Jennifer and Hornsby, Karen and Pratt, Maria and Weller, Saranne (2013) Expanding access to the SoTL borderland: A call for inclusive student engagement in the enhancement of teaching and learning. Teaching & Learning Inquiry: The ISSOTL Journal, 1 (2). pp. 63-74.

Type of Research: Article
Creators: Felten, Peter and Bagg, Julianne and Bumbry, Michael and Hill, Jennifer and Hornsby, Karen and Pratt, Maria and Weller, Saranne
Description:

Scholars in higher education increasingly recognize the transformative potential of student-faculty partnerships focused on inquiry into teaching and learning. However, some students tend to be privileged in SoTL initiatives while others are discouraged, implicitly or explicitly, from engaging in this work. In this paper, we consider why certain students tend to be excluded from SoTL, summarize the possible developmental gains made by students and faculty when diverse student voices are included, and highlight strategies for generating a more inclusive SoTL. We call for expanding student engagement in SoTL by encouraging a diversity of student voices to engage in co-inquiry with faculty. Inclusive engagement has tremendous potential to enhance student and faculty learning, to deepen SoTL initiatives, and to help redress the exclusionary practices that too often occur in higher education.

Additional Information (Publicly available):

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Keywords/subjects not otherwise listed: SoTL, student engagement, inclusion, identity, student voice, teaching and learning research
Your affiliations with UAL: Other Affiliations > The Teaching and Learning Exchange
Date: 2013
Date Deposited: 19 May 2014 13:54
Last Modified: 28 Apr 2017 05:56
Item ID: 6545
URI: https://ualresearchonline.arts.ac.uk/id/eprint/6545

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