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Using Mid-Semester Assessment Programs (MAPs) as a Catalyst for the Scholarship of Teaching and Learning (SoTL)

Using Mid-Semester Assessment Programs (MAPs) as a Catalyst for the Scholarship of Teaching and Learning (SoTL)

Alisa Hutchinson, Anabel Stoeckle
Copyright: © 2020 |Pages: 20
ISBN13: 9781799822127|ISBN10: 1799822125|ISBN13 Softcover: 9781799822134|EISBN13: 9781799822141
DOI: 10.4018/978-1-7998-2212-7.ch010
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MLA

Hutchinson, Alisa, and Anabel Stoeckle. "Using Mid-Semester Assessment Programs (MAPs) as a Catalyst for the Scholarship of Teaching and Learning (SoTL)." Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL), edited by Rachel C. Plews and Michelle L. Amos, IGI Global, 2020, pp. 181-200. https://doi.org/10.4018/978-1-7998-2212-7.ch010

APA

Hutchinson, A. & Stoeckle, A. (2020). Using Mid-Semester Assessment Programs (MAPs) as a Catalyst for the Scholarship of Teaching and Learning (SoTL). In R. Plews & M. Amos (Eds.), Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL) (pp. 181-200). IGI Global. https://doi.org/10.4018/978-1-7998-2212-7.ch010

Chicago

Hutchinson, Alisa, and Anabel Stoeckle. "Using Mid-Semester Assessment Programs (MAPs) as a Catalyst for the Scholarship of Teaching and Learning (SoTL)." In Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL), edited by Rachel C. Plews and Michelle L. Amos, 181-200. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2212-7.ch010

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Abstract

Mid-Semester Assessment Programs (MAPs) have been successfully utilized as a professional development tool for faculty interested in improving their teaching in the context of higher education by assessing voluntary formative student feedback that guides changes instructors make in the classroom. Faculty centers and educational developers have the unique opportunity to recruit instructors via MAPs who have participated in these programs to promote and support the scholarship of teaching and learning (SoTL) among faculty who already display an innate interest in best teaching practices and are open to advancing their own teaching in order to improve student learning and to propel student success. This chapter provides a guide for educational developers who seek to become active partners for faculty to become interested and engaged in the scholarship of teaching and learning through a unique recruitment mechanism that serves as a natural steppingstone for faculty not having engaged with SoTL yet.

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