Head of Education & Practice Section, School of Computing Science, University of Glasgow
Vicki Dale, Nathalie Tasler
Academic and Digital Development, Academic Services, University of Glasgow
Table of Content
Our Story so Far
It all began with a paper Vicki and I tried to submit together with our students, and one journal in particular, sent us to five rounds of review. The helpful feedback included observations such as: there is a funny indentation in paragraph three on page five. And after we finally passed, we got a desk reject with a list of items why the journal normally rejects articles none of which related to the article we had submitted. That petty form of power brokering was the proverbial straw for the patience-camel’s back.
Matt was already running a successful student journal and knows the ins and outs of the platform, Vicki is a meticulous copyeditor and keeps us on task, Nathalie is the cajoler of people (no pipes involved), and so we decided to give it a go and start our own journal. A journal that would forgo power-brokering; one in which we understand peer feedback as professional development – and our peer review process is open. That means the reviewers see who the author is and the authors see who the reviewers are: transparency is key. We are also now acknowledging all the peer reviewers by name for their work in an extra paper at the end of the journal: think of the running credits at the end of a blockbuster film.
To us, sharing about learning and teaching is community work, and we are learning together. We have no strict regulations about submissions, such as word counts, type of media being submitted, or type of scholarship. We want our authors to be able to use their voice and expect that our authors and reviewers come from different knowledge systems. We want to celebrate the different knowledge systems, experiences, and voices.
Contributions from UofGSoTL Colleagues
Since this is the 5th edition of the UofGSoTL Advent Calendar we wanted to use the opportunity to showcase all the contributions from our colleagues at the University of Glasgow who have…
…reflected about being educators and scholars:
Sarah Honeychurch: Pragmatism in practice: Bricolage as a methodological framework for SoTL https://doi.org/10.56230/osotl.48
Paula S. Karlsson: Essay about finding scholarship. https://doi.org/10.56230/osotl.9
Michael McEwan, Eilidh Jack, Craig Alexander, & Mitchum Bock: From Statistics Anxiety to SoTL: How a scholarly enquiry led to professional growth. https://doi.org/10.56230/osotl.55
Nathalie Tasler: Living by the proverb: Developing as a creative teacher in higher education. https://doi.org/10.56230/osotl.3
…explored the impact of assessment:
Mireilla Bikanga Ada: Educators’ pre-Covid19 lived experience of the assessment and feedback policy at a UK higher education institution. https://doi.org/10.56230/osotl.10
Mireilla Bikanga Ada: Master’s students’ perceptions of final year project supervision : On-campus vs online. https://doi.org/10.56230/osotl.8
Wenya Cheng & Geethanjali Selvaretnam: Evaluating the efficacy of different types of in-class exams. https://doi.org/10.56230/osotl.5
…looked into their students’ experience:
Cristina Mio & Erzsebet Dombi: Changes in engineering students’ surface and deep approaches to learning in first- and second-year university courses. https://doi.org/10.56230/osotl.50
Helena Paterson & Phil McAleer: Sharing practice on framing feedback around student development. https://doi.org/10.56230/osotl.42
Peter Sneddon, Erin Ferguson & Eric Yao: Why do students decide to stop studying physics? https://doi.org/10.56230/osotl.22
…engaged with wider societal issues:
Sarah Anderson & Philip Tonner: A post-critical pedagogy for sustainability: Engaging the head, heart, and hands. https://doi.org/10.56230/osotl.54
Catriona Forrest & Jo Ferrie: ‘We Used to Be Somebody’, can the UK recapture its reputation as a world-leader in research and innovation? Considering the future of training researchers. https://doi.org/10.56230/osotl.72
Nana Sartania: Admission to medical school is not the endpoint of widening participation. https://doi.org/10.56230/osotl.61
…evaluated teaching methods:
Jo Ferrie & Thees Spreckelsen: Teaching methods: Pedagogical challenges in moving beyond traditionally separate quantitative and qualitative classrooms. https://doi.org/10.56230/osotl.64
Jo Ferrie, Catriona Forrest & Thees Spreckelsen: Editorial: Teaching research methods better? or Research methods for better teaching? https://doi.org/10.56230/osotl.71
Paula S. Karlsson: Teaching research through participant learning. https://doi.org/10.56230/osotl.63
A big thank you to all our reviewers, authors, and readers. Spread the word. We are open to special editions and looking forward to sharing our first bilingual special edition with you in spring 2024 which will focus on learning design for Education for Sustainable Development.