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Exploring the Impact of SoTL on Day-to-Day Learning and Teaching: A Conceptual Framework for Professional Development and Quality Improvement

Carr, A ORCID: 0000-0001-8201-7890, Kelder, J-A ORCID: 0000-0002-8618-0537 and Crawford, J ORCID: 0000-0002-2191-6216 2020 , 'Exploring the Impact of SoTL on Day-to-Day Learning and Teaching: A Conceptual Framework for Professional Development and Quality Improvement', in RC Plews and ML Amos (eds.), Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL) , IGI Global, Hershey, Pennsylvania, pp. 388-412.

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Abstract

The Curriculum Evaluation Research (CER) Framework was developed as a response to increasing scrutiny and expectations of the higher education sector, including legislated standards for curriculum and professional teachers that explicitly require a systematic and comprehensive approach to evaluating curriculum. The CER Framework is designed to facilitate a scholarly environment to drive and assure the quality of a curriculum and the capabilities of its teaching team. It stems from a synthesis of teacher as action researcher (TAAR), quality improvement (QI), quality assurance (QA), and the Scholarship of Teaching and Learning (SoTL) applied to the curriculum as it is designed, taught, and revised. In thischapter, the implementation of the CER Framework to the University College is reviewed and evaluated. The University College is an organisational unit comprises approximately 600 students and 80 staff. This chapter includes a reflection on the barriers and enablers of implementing the CER Framework.

Item Type: Book Section
Authors/Creators:Carr, A and Kelder, J-A and Crawford, J
Keywords: quality improvement, quality in Higher Education, distributed leader, quality assurance, teacher as action researcher
Publisher: IGI Global
DOI / ID Number: 10.4018/978-1-7998-2212-7.ch020
Copyright Information:

Copyright 2020 IGI Global

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