Applying the Scholarship of Teaching and Learning beyond the Individual Classroom

Darlene Chalmers engages in teaching and research guided by community-based, participatory approaches that incorporate multiple ways of knowing. Her research interests include animal-assisted interventions in social work, culture-based approaches to healing, One Health, veterinary social work, and environmental issues. Her work has been published in the following journals: EcoHealth, Canadian Journal of Counselling and Psychotherapy/Revue Canadienne de counseling et de psychothérapie and Human-Animal Interaction Bulletin. Rachel Chazan-Cohen is Associate Professor of Early Care and Education in the College of Education and Human Development at the University of Massachusetts Boston and a founding member of the Collaborative for Understanding the Pedagogy of Infant/Toddler Development, a collaborative of 25 universities studying the teaching of infant/toddler development courses. She is interested in the competencies necessary for success in working with families with infants and toddlers, both in child care and home visiting programs, and on how to build competencies through pre- and in-service professional development. Gina A. Cook is Associate Professor of Psychology and Child Development at California State University, Stanislaus. She co-developed the PICCOLO (Parenting Interactions with Children: Checklist of Observations Linked to Outcomes) measure of developmental parenting and the HOVRS A+ (Home Visit Rating Scales- Adapted and Extended to Excellence) an observational measure and self-reflection tool of home visitor effectiveness. Her scholarship on the teaching and learning of undergraduate students has focused on including self-reflection and mindfulness practices on students' learning. Andrew Creed is Lecturer in the Faculty of Business and Law at Deakin University. His research involves organisational learning and change, action research and relational ethics. As well as funded projects, his research publications include book chapters, technical manuals, refereed journal articles, and conference papers. Kalli Decker is Assistant Professor of Early Childhood Education & Child Services at Montana State University. As a doctoral student, she received mentoring in a one-year program regarding how to conduct SOTL research, and this sparked her interest in continuing to conduct research that will inform the ways in which she teaches her early childhood students. Her published SoTL research includes an article in the Journal of Early Childhood Teacher Education. Pascal Detroz is Senior Lecturer in Learning Sciences at the Institute for Training and Research in Higher Education at the University of Liège. Detroz is co-editor of L'evaluation a la lumiere des contexts et des disciplines. John Draeger is Director of the Scholarship of Teaching and Learning and Associate Professor of Philosophy at SUNY Buffalo State. He has published work on a variety of SoTL topics, including higher-order thinking, general education, and academic rigor. He is also is the co-creator of the Improve with Metacognition website. Dominique Duchâteau is the head of the Study Guidance service, the student support unit of the University of Liège. She has co-authored dozens of papers on the topic of student learning, particularly the first year experience for students at her institution. Peter Felten is assistant provost for teaching and learning, executive director of the Center for Engaged Learning, and professor of history at Elon University. Most recently, he is author (with John N. Gardner, Charles C. Schroeder, Leo M. Lambert, Betsy O. Barefoot, and Freeman A. Hrabowski) of The Undergraduate Experience: Focusing Institutions on What Matters Most and author (with Charity Johansson) of Transforming Students: Fulfilling the Promise of Higher Education. Jennifer Friberg is the Cross Endowed Chair in the Scholarship of Teaching and Learning and Professor of Communication Sciences and Disorders (CSD) at Illinois State University.