As technology is increasingly being used for teaching and learning in higher education, it is important to scrutinise what tangible educational gains are being attained. Are claims about technology transforming learning and teaching in higher education borne out by actual practices? This paper draws upon a critical analysis of recent research literature concerning Technology Enhanced Learning (...

This article describes a research-driven heuristic for the scholarly evaluation of teaching and learning interventions, which is systematic, collaborative, and discipline focused. We offer this guide to educational developers and other instructional support staff who are tracking the impact of interventions in teaching and learning with academic colleagues who lack backgrounds in educational ev...

While there is definitely a place for centrally delivered Professional Development (PD), staff often don’t transfer what they have learned in the PD sessions and return to their workspace usually continuing as before. This paper describes an evidenceand scholarship-based model of PD, where academic developers work closely with teaching staff on projects designed to address teaching needs specif...

This article examines scholarly approaches to peer-review of teaching within and across disciplinary contexts in a Canadian research-intensive university. Qualitative methods were employed to investigate the processes and outcomes of innovative peer-review of teaching initiatives over a 10-year period at the University of British Columbia. Analysis suggests that as part of a larger context of h...

The competency-based medical education movement has been adopted in several medical education systems across the world. This has the potential to result in a more active involvement of residents in the educational process, inasmuch as scholarship is regarded as a major area of competency. Substantial scholarly activities are well within the reach of motivated residents, especially when faculty ...

A study of the scholarly activities of 66 occupational therapy faculty members at selected academic health centers was conducted through a mailed survey. An analysis of the responses showed that (a) the respondents' primary scholarly activities were reporting research findings in refereed journal articles and presenting papers at professional meetings and (b) only a small percentage of the resp...

Jefferson University's Center for Teaching and Learning (CTL). The Commons is a showcase for Jefferson books and journals, peer-reviewed scholarly publications, unique historical collections from the University archives, and teaching tools. The Jefferson Digital Commons allows researchers and interested readers anywhere in the world to learn about and keep up to date with Jefferson scholarship.