TY - JOUR
T1 - Leveraging SoTL to improve teaching and learning during the COVID-19 pandemic
AU - Maurer, Trent W
N1 - The COVID-19 pandemic necessitated unprecedented changes to teaching and learning in higher education. SoTL-active faculty were uniquely positioned to leverage their knowledge and expertise to improve teaching and learning during the pandemic not only in their own courses, but through a knowledge mobilization approach also in broader contexts (e.g., departmental colleagues, extradepartmental colleagues, etc.).
Maurer, T.W. (2022). Leveraging SoTL to improve teaching and learning during the COVID-19 pandemic. International Journal for the Scholarship of Teaching & Learning, 16(1), Article 3. https://doi.org/10.20429/ijsotl.2022.160103
PY - 2022
Y1 - 2022
N2 - The COVID-19 pandemic necessitated unprecedented changes to teaching and learning in higher education. SoTL-active faculty were uniquely positioned to leverage their knowledge and expertise to improve teaching and learning during the pandemic not only in their own courses, but through a knowledge mobilization approach also in broader contexts (e.g., departmental colleagues, extradepartmental colleagues, etc.). In this piece, I reflect on how I leveraged my SoTL expertise, in conjunction with my disciplinary expertise, to improve teaching and learning in my courses and those of my colleagues, demonstrating the value of SoTL-active faculty as cosmopolitan assets to their institutions.
AB - The COVID-19 pandemic necessitated unprecedented changes to teaching and learning in higher education. SoTL-active faculty were uniquely positioned to leverage their knowledge and expertise to improve teaching and learning during the pandemic not only in their own courses, but through a knowledge mobilization approach also in broader contexts (e.g., departmental colleagues, extradepartmental colleagues, etc.). In this piece, I reflect on how I leveraged my SoTL expertise, in conjunction with my disciplinary expertise, to improve teaching and learning in my courses and those of my colleagues, demonstrating the value of SoTL-active faculty as cosmopolitan assets to their institutions.
UR - https://doi.org/10.20429/ijsotl.2022.160103
U2 - 10.20429/ijsotl.2022.160103
DO - 10.20429/ijsotl.2022.160103
M3 - Article
VL - 16
JO - International Journal for the Scholarship of Teaching Learning
JF - International Journal for the Scholarship of Teaching Learning
ER -