Benchmarks for scholarly investigations of teaching and learning. (5th February 2013)

• Record Type: Journal Article
• Authors: Wilson‐Doenges, Georjeanna; Gurung, Regan A R.
• Is Part Of: Australian journal of psychology. Volume 65:Number 1(2013:Mar.)
• Page Start: 63
• Page End: 70
• Publication Date: 2013-02-05
• Subjects: Psychology -- Periodicals; 150.5
• DOI: 10.1111/ajpy.12011
• Languages: English
• ISSNs: 0004-9530

Abstract

<abstract abstract-type="main"> <title>Abstract</title> <p>The scholarship of teaching and learning (SoTL) is a growing and vibrant field, and with that growth has come some serious reflection on the models we use to conduct SoTL and the robustness of these models. Unfortunately, there is no clear‐cut set of benchmarks for robust research. In this article, we identify a continuum of SoTL and demarcate aspirational benchmarks. Whereas qualitative and quantitative data and methods all have a place in SoTL, psychological science provides gold standards of design and analysis. We advocate for similar SoTL standards that are theory based and intentionally designed using the best models for methodological and statistical rigor.</p> </abstract>