BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Going Public Reconsidered

Engaging With the World Beyond Academe Through the Scholarship of Teaching and Learning

Paperback
February 2022
9781642671896
More details
  • Publisher
    Stylus Publishing
  • Published
    4th February
  • ISBN 9781642671896
  • Language English
  • Pages 168 pp.
  • Size 6" x 9"
  • Images 20 illus
$33.00
Hardback
February 2022
9781642671889
More details
  • Publisher
    Stylus Publishing
  • Published
    4th February
  • ISBN 9781642671889
  • Language English
  • Pages 168 pp.
  • Size 6" x 9"
  • Images 20 illus
$150.00
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February 2022
9781642671902
More details
  • Publisher
    Stylus Publishing
  • Published
    25th February
  • ISBN 9781642671902
  • Language English
  • Pages 168 pp.
  • Size 6" x 9"
  • Images 20 illus
$150.00
E-Book (ePub)
February 2022
9781642671919
More details
  • Publisher
    Stylus Publishing
  • Published
    25th February
  • ISBN 9781642671919
  • Language English
  • Pages 168 pp.
  • Size 6" x 9"
  • Images 20 illus
$33.00

Through its impact on students in their lives in and beyond college, and recognizing the porous boundary between the classroom and the “real world,” SoTL can offer insights into broader societal issues, offer evidence of activities that facilitate everyday learning, promote intrinsic motivation, better support people from underrepresented communities, or uncover the ripple effects of changing educational environments. It has the potential to deliver messages of broad public interest. 

This book extends the field-building work of Boyer’s Scholarship Reconsidered and Hutchings, Huber, and Ciccone’s The Scholarship of Teaching and Learning Reconsidered by taking a new look at SoTL’s ubiquitous call to “go public.” Going Public Reconsidered explores the potential impacts of knowledge generated by SoTL, considers its varied public audiences, and offers guidance for the appropriate media and modes of communication to reach them, including the use of social media. It urges the SoTL community to step up and contribute its expertise to conversations about the crises that face our communities, nations, and the world, and disseminate the relevance of its research for the world outside of the classroom.

Recognizing that many practitioners find it difficult to conceptualize the public in public SoTL beyond the higher education audiences they routinely address, this book focusses on conceptualizing, planning, and shaping the message, and clarifying appropriate audiences. It offers guidance on the “who” and the “how” of public SoTL.

Going Public Reconsidered addresses such questions as:

●  What is happening in the world that would benefit from a SoTL-informed perspective?

●  What information, insight, or knowledge does SoTL generate?

●  Who beyond higher education might care about this information, insight, or knowledge, and why?

●  How can we adapt to the venues and platforms where they currently get their information and knowledge?

The fifteen editors and contributors explore the potential and the implications of extending SoTL beyond its current horizons by reflecting on the ultimate responsibility of those who profess SoTL; examining SoTL’s audiences and the notion of “the public”; considering what topics and Grand Challenges public SoTL might address; offering case studies of outreach in the US and abroad; and providing guidance on the use of social media for public SoTL – from Twitter, Facebook, LinkedIn, and YouTube to blogs – as well as on developing relationships with mainstream media.

The book’s message is that public SoTL isn’t a radical departure from SoTL-as-we-know-it, but a natural expansion of its methods and goals, offering the potential of broadening its impact domestically and internationally. It offers inspiration and challenges to practitioners across the globe.

"This book provides an important new direction for the scholarship of teaching and learning (SoTL) conceptualizing and operationalizing broader audiences than campus communities for these vital insights. How learning occurs should be a priority for discussion within our society and part of the mainstream discourse in the US and globally. The editors bring together authors representing different countries and educational contexts to explore social media, the Internet, public partnerships, and connections with the world of journalism as avenues for advocating for improvements to our learning environments. This provides a bold vision for future SoTL work."

Adrianna Kezar - Professor and Director of the Pullias Center for Higher Education

Foreword — Michele DiPietro and Hillary H. Steiner
Preface — Nicola Simmons
Introduction: A Framework for Public SoTL Jennifer C. Friberg and Nancy L. Chick

1) Public SoTL: Amplifying SoTL’s Purposes, Audiences, and Products —Nancy L. Chick
2) Going Public with SoTL as Social Activism — Kasturi Behari-Leak
3) Passive Receptacles and Misguided Benevolence: On the Inside/Outside Dichotomy at the Root of Public Scholarship — Claire A. Lockard and Stephen Bloch-Schulman
4) Determining SoTL's Grand Challenges:  Advocating for the Broader Endeavor of the Scholarship of Teaching and Learning — Lauren Scharff and Claire Hamshire
5) SoTL and Knowledge Translation — Lorelli Nowell and Jennifer C. Friberg
6) Social Media and Public SoTL — Jessie Moore, Claire Hamshire, and Peter Felten
7) Making SoTL Public Using Weblogs — Jennifer C. Friberg, Lauren Scharff, John Draeger, and Aaron S. Richmond
8) SoTL and Traditional Media — Lee Skallerup Bessette
9) Reflecting on Global Efforts in Knowledge Demoncracy and SoTL Collaborations — Janel Seeley

Editor and Contributor Biographies
Index

Nancy L. Chick

Nancy L. Chick is director of the Endeavor Foundation Center for Faculty Development at Rollins College in Winter Park, Florida. She is the founding coeditor of Teaching and Learning Inquiry, the journal of the International Society for the Scholarship of Teaching and Learning (ISSOTL); coeditor of Exploring Signature Pedagogies and Exploring More Signature Pedagogies, and was cochair of the 2017 ISSOTL conference.

Visit Nancy's personal blog at https://nancychick.wordpress.com.

Jennifer C. Friberg

Jennifer C. Friberg is the Interim Director for the Center for Teaching, Learning, and Technology; Cross Endowed Chair in the Scholarship of Teaching and Learning; and Professor of Communication Sciences & Disorders at Illinois State University in Normal, Illinois, USA. She is the co-editor for Evidence-Based Education in the Classroom: Examples from Clinical Disciplines and Applying the Scholarship of Teaching and Learning beyond the Individual Classroom and serves as the founding Associate Editor for Teaching and Learning in Communication Sciences & Disorders. Friberg’s current scholarly efforts focus on SoTL educational development, mentorship in SoTL, and SoTL advocacy.

Scholarship of Teaching and Learning; Engaging the Public; Knowledge Democracy; Outreach; Advocacy; Public Scholarship; Social Activism