Dr. Maryellen Weimer from the Teaching Professor Blog has compiled a list of top SoTL articles from her constant scan of pedagogical resources. You might not find all of these journals via our campus library, but they are worth looking for. Here is her list and rationale for why you should take the time to read each:
Boud, D., Lawson, R., and Thompson, D. G. (2013). Does student engagement in self-assessment calibrate their judgment over time? Assessment & Evaluation in Higher Education, 38 (8), 941-956.
Why read it: Despite its importance, self-assessment is not a skill that’s taught explicitly in most curricular programs. What more can we be doing?
Burgess-Proctor, A., Cassano, G., Condron, D. J., Lyons, H. A., and Sanders, G. (2014). A collective effort to improve sociology students’ writing skills. Teaching Sociology, 42 (2), 130-139.
Why read it: Five faculty members decide they can do more to improve student writing collectively than they can individually.
Burkholder, P., (2014). A content means to a critical thinking end: Group quizzing in history survey. The History Teacher, 47 (4), 551-578.
Why read it: Offers a quizzing strategy with substantial impact for learning and raises questions about content that we aren’t asking often enough.
Carmichael, A. M. and Krueger, L. E. (2014). An examination of factors and attitudes that influence reporting fraudulent claims in an academic environment. Active Learning in Higher Education, 15 (2), 173-185.
Why read it: Prepare to be stunned by how easily and readily students reported making up excuses.
Corrigan, H. and Craciun, G. (2013). Asking the right questions: Using Student-Written Exams as an innovative approach to learning and evaluation. Marketing Education Review, 23 (1), 31-35.
Why read it: Students write their own exams using a well-designed approach that grades their questions and answers.
Offerdahl, E. G., and Montplaisir, L., (2014). Student-generated reading questions: Diagnosing student thinking with diverse formative assessments. Biochemistry and Molecular Biology Education, 42 (1), 29-38.
Why read it: Want your students doing the reading and asking better questions? Here’s an approach that accomplishes both.
Rublee, M. R. (2014). Rubrics in the political science classroom: Packing a serious analytical punch. PS, Political Science and Politics, 47 (1), 199-203.
Why read it: Rubrics can do so much more than expedite grading. You don’t have to teach political science to benefit from this article.
Seidel, S. B. and Tanner, K. D. (2013). “What if students revolt?”—Considering student resistance: origins, options and opportunities for investigation. Cell Biology Education—Life Sciences Education, 12 (Winter), 586-595.
Why read it: Find here a veritable cache of wisdom on dealing with student resistance.