Big Picture Pedagogy

Finding Interdisciplinary Solutions to Common Learning Problems

Call for Proposals

We are seeking proposals for chapters in a book that builds on the scholarship of teaching and learning (SoTL) and efforts to showcase SoTL across the disciplines but takes this important work in a new direction. In each chapter, interdisciplinary teams of authors address a single pedagogical question bringing each of their home discipline's specific methodologies to the table. The result is a hitherto unseen examination of the better practices for teaching and learning in higher education that is intentionally inclusive of faculty from different disciplines.

One of the basic assumptions of SoTL is that disciplinary experts have unique insights into what learning can and should look like in their disciplines and should therefore be empowered to conduct pedagogical research in their disciplines using primarily disciplinary methods. As a result of this approach, SoTL literature includes a breadth of work that ranges from quantitative to qualitative and from generalizable to context-specific. Given the complex nature of learning, especially at the level of higher education, this broad spectrum is desirable, necessary, and useful. Unfortunately, key pedagogical problems are rarely addressed from different angles and using different methodologies. Some faculty are skilled in qualitative approaches to research design. Others are skilled in quantitative approaches. Whereas both approaches to knowledge creation are useful, most SoTL uses only one of the above. In order to understand learning in all its complexity, instructors need perspectives from other disciplines. Most instructors and SoTL researchers across disciplines, attempt to solve similar problems but often do so wearing blinkers of their own home disciplines. All faculty want to increase student engagement, critical thinking, and improve student writing. Rarely do faculty collaborate with peers outside their disciplines to address these issues and others.

Whereas SoTL is now well established, instructors rarely have the time or motivation to read outside of their own discipline. By having each chapter authored by interdisciplinary teams, the reader should get a broad review of the literature surrounding a given topic.

Each chapter should:

1. pose a significant pedagogical question (e.g., How do you go Beyond Coverage? What are keys to successful online course design and teaching? What are the best ways to Engage Students in the Classroom?, How do you Improve Student Writing?)
2. provide a brief literature review of scholarship of teaching and learning on the target pedagogical question across disciplines
3. describe and evaluate the different methodologies used to address the pedagogical question
4. clearly articulate best practices to address the pedagogical question, and
5. identify key areas for future research

Completed chapters should be 20-25 pages long (approx. 6,000 words including works cited). Co-authored chapters with colleagues at different campuses are welcome.

Proposals are due on February 14th, 2013. Proposals should be not be more than one page (double-spaced) and should include the plan for the chapter. Append a brief summary of the author's qualifications and experience with SoTL. First drafts are due Nov. 1st, 2013.

Proposals, questions, and queries can be addressed to the following editors:

• Regan A. R. , Professor of Psychology, UW Green Bay, gurungr@uwgb.edu
• David Voelker, Associate Professor of English, UW Green Bay, voelkerd@uwgb.edu