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Amongst a range of changes that have taken place within tertiary education, perhaps the most revolutionary has been a shift to student-centred approaches focused on life-long learning. Accompanying this approach to holistic higher education (HE) has been a growing interest in, and understanding of, the Scholarship of Teaching and Learning (SoTL). SoTL has, at its core, a deep concern with student learning and is therefore well-aligned with higher education’s renewed focus on its students. In this conceptual paper, we examine the impact of the T-shaped person which many tertiary institutions are operationalizing to inform and connect the development of students’ deep disciplinary knowledge with non-academic and employment readiness skills (such as communication, problem-solving, teamwork, and critical thinking). Importantly, we argue for a re-positioning of SoTL to complement and support this model, with SoTL as both the fulcrum and the fluid, multiple threads of discourse that are intricately entwined around the structure of the T-shaped model. We encourage our colleagues to strive to be T-shaped practitioners and we cast a vision of a T-shaped community. Here, all stakeholders within HE connect both their academic knowledge and holistic skills in collaborative ways to produce learners who flourish in modern society. The SoTL community plays a pivotal role in achieving this vision and is well-positioned to expand the current notion of SoTL toward a more holistic, interconnected, central role in HE.

Amongst a range of changes that have taken place within tertiary education, perhaps the most revolutionary has been a shift to student-centred approaches focused on lifelong learning. Accompanying this approach to holistic higher education (HE) has been a growing interest in, and understanding of, the Scholarship of Teaching and Learning (SoTL). SoTL has, at its core, a deep concern with student learning, and is therefore well-aligned with HE's renewed focus on its students. In this conceptual paper, we examine the impact of the 'Tshaped person' which many tertiary institutions are using as a concept to inform and connect the development of students' deep disciplinary knowledge with non-academic and employment readiness skills (such as communication, problem-solving, teamwork, and critical thinking). Importantly, we argue for a repositioning of SoTL to complement and support this model, with SoTL forming both the fulcrum and the fluid, multiple threads of discourse that are intricately entwined around the structure of the T-shaped model. We encourage our colleagues to strive to be T-shaped practitioners, and we cast a vision of a Tshaped community. Here, all stakeholders within HE connect both their academic knowledge and holistic skills in collaborative ways to produce learners who flourish in modern society. The SoTL community plays a pivotal role in achieving this vision and is well-positioned to expand the current notion of SoTL to allow it to play a more holistic, interconnected, central role in HE.

While learner-centeredness is important to quantify, education researchers disagree on how best to measure it. The overall aim of this research was to measure the learner-centeredness of introductory biology classrooms with a valid and reliable instrument that offers a different perspective than self-reported faculty surveys or expert observation protocols – Palmer et al.'s (2014) syllabus scoring rubric. We investigated whether syllabus rubric scores aligned with both faculty self-reports and expert observations of learner-centeredness from the same classrooms, and whether these other metrics predict an instructor's total syllabus score better than instructor gender or years of teaching experience. Course syllabi from eight instructors who taught the same nonmajors biology course were scored independently using this syllabus scoring rubric. Our results suggest that syllabus learning objectives link to learner-centeredness and, interestingly, that other external metrics of learner-centeredness may predict syllabus rubric scores derived from Palmer et al.'s instrument.

The emergence of the ASEAN Economic Community has spurred countries in the region to relook their English language teaching approaches to ensure it is in line with regional and global changes. This has resulted in Asian countries seeking to modernise their teaching and learning of the language to promote higher order thinking skills and pave the way for better learner autonomy. This paper examines Thai teacher and learner beliefs about autonomous learning within the Thai culture of learning to determine if both are ready for autonomous learning. Using a qualitative approach employing interviews with teacher and students data was created from 76 English language teachers and 116 lower secondary school students, subdivided into high performing and low performing groups from 41 schools in Bangkok. The overall results indicate that both teachers and students hold positive beliefs about autonomous learning. The findings further reveal that the teachers supported communicative language learning while the students emphasised their needs for mental support, that teachers from large schools have higher academic expectations than those from smaller schools, and that lower performing students struggle for more academic and psychological support than their higher performing peers. The exam system, students' dependence on teachers, and a lack of understanding from families and surrounding communities make it difficult for both teachers and students to achieve a high degree of autonomy. The study sheds some light on the challenges facing policy makers, particularly the Ministry of Education, with regard to what they can do to promote autonomy in the Thai school system.

Background: The long‐term impact of longitudinal faculty development programs (FDPs) is not well understood. Objective: To follow up past participants in the Johns Hopkins Faculty Development Program in Teaching Skills and members of a comparison group in an effort to describe the long‐term impact of the program. Design and Participants: In July 2002, we surveyed all 242 participants in the program from 1987 through 2000, and 121 members of a comparison group selected by participants as they entered the program from 1988 through 1995. Measurements: Professional characteristics, scholarly activity, teaching activity, teaching proficiency, and teaching behaviors. Results: Two hundred participants (83%) and 99 nonparticipants (82%) responded. When participants and nonparticipants from 1988 to 1995 were compared, participants were more likely to have taught medical students and house officers in the last year (both P<.05). Participants rated their proficiency for giving feedback more highly (P<.05). Participants scored higher than nonparticipants for 14 out of 15 behaviors related to being learner centered, building a supportive learning environment, giving and receiving feedback, and being effective leaders, half of which were statistically significant (P<.05). When remote and recent participants from 1987 through 2000 were compared with each other, few differences were found. Conclusions: Participation in the longitudinal FDP was associated with continued teaching activities, desirable teaching behaviors, and higher self‐assessments related to giving feedback and learner centeredness. Institutions should consider supporting faculty wishing to participate in FDPs in teaching skills.

BACKGROUND: Providing and eliciting high‐quality feedback is valuable in medical education. Medical learners' attainment of clinical competence and professional growth can be facilitated by reliable feedback. This study's primary objective was to identify characteristics that are associated with physician teachers' proficiency with feedback. METHODS: A cohort of 363 physicians, who were either past participants of the Johns Hopkins Faculty Development Program or members of a comparison group, were surveyed by mail in July 2002. Survey questions focused on personal characteristics, professional characteristics, teaching activities, self‐assessed teaching proficiencies and behaviors, and scholarly activity. The feedback scale, a composite feedback variable, was developed using factor analysis. Logistic regression models were then used to determine which faculty characteristics were independently associated with scoring highly on a dichotomized version of the feedback scale. RESULTS: Two hundred and ninety‐nine physicians responded (82%) of whom 262 (88%) had taught medical learners in the prior 12 months. Factor analysis revealed that the 7 questions from the survey addressing feedback clustered together to form the “feedback scale” (Cronbach's α: 0.76). Six items, representing discrete faculty responses to survey questions, were independently associated with high feedback scores: (i) frequently attempting to detect and discuss the emotional responses of learners (odds ratio [OR]=4.6, 95% confidence interval [CI] 2.2 to 9.6), (ii) proficiency in handling conflict (OR=3.7, 95% CI 1.5 to 9.3), (iii) frequently asking learners what they desire from the teaching interaction (OR=3.5, 95% CI 1.7 to 7.2), (iv) having written down or reviewed professional goals in the prior year (OR=3.2, 95% CI 1.6 to 6.4), (v) frequently working with learners to establish mutually agreed upon goals, objectives, and ground rules (OR=2.2, 95% CI 1.1 to 4.7), and (vi) frequently letting learners figure things out themselves, even if they struggle (OR=2.1, 95% CI 1.1 to 3.9). CONCLUSIONS: Beyond providing training in specific feedback skills, programs that want to improve feedback performance among their faculty may wish to promote the teaching behaviors and proficiencies that are associated with high feedback scores identified in this study.

The aim ofthis study was to learnfrom students' frame of refercnce how they experience foreign language classes. Data include learning diaries written during 2005 for more than 35 weeks (March to November). Subjects were 95 Argentine, Caucasian, mostly jemale, middle‐class, Spanish‐speaking College students between 19 and 21 years of age who were enrolled in English Language 11 at the National University of La Plata in Argentina. The results of this study stress 1) the value of systematic learner introspection over time as a vehicle for reflection and autonomy in foreign and second language learning contexts; 2) uncovering learners' thoughts and beliefs in an effort to understand how these affect their engagement with language activities; and 3) using this Information to make instructional decisions and monitor their adequacy and effectiveness.

This paper is on teacher training in the context of educational reform in South Africa. It draws from a study that was carried out to determine the implementation of a new teaching approach, outcomes-based education, by a group of teachers studying by distance. The transition to a post-apartheid democratic government in South Africa (1994) saw numerous changes, particularly in the educational field. These were meant to address the disparities of the apartheid system and help build a society defined by values of equality, increased participation, democracy, redress and equity, which had been denied by the apartheid government. Among the numerous initiatives to improve education was the introduction of a new approach to teaching and learning, outcomes-based education (OBE). This approach was used as a transformational tool in a new South Africa and aimed at equipping learners with the necessary skills, values, and attitudes to take their rightful places in a democratic society. Undergirded by the notions of mediation and learner-centeredness, OBE introduced a whole new way of looking at teaching and learning, resulting in a change of roles for both teacher and learner. Preceding the introduction of this approach was an array of policy documents that were meant to guide teachers and ensure smooth implementation. Twelve years after its introduction, OBE was scrapped under claims that it was not suitable for the country. This paper specifically examines the space where the teachers met policy. The thesis is that it was difficult to meet policy-makers’ high expectations because representations that teachers had built of their roles were deep-seated and policy directives alone were not sufficient to set off their evolution.

Due to its dominant role in economic globalization, English has become a critical tool in today's intercultural and technological era. In order to increase children's English language proficiency, Thailand reformed its educational system in 1999 and adopted a new approach, learner-centeredness. This research study reports on the impact of this new policy on primary school teachers teaching English as a Foreign Language in Thailand. The results from the semi-structured interview with twenty-five teachers suggest that the educational reform has not yet been as constructive as was expected. Teachers have partial knowledge and some misconceptions about learner-centeredness, preventing the approach from achieving its potential. Most teachers have low self-reported language proficiency and have no prior training on the new approach. Classroom practices are quite different from the expected learner-centered and communicative classes. Factors impeding the success of the policy include teacher, learner, institutional, external, and adoption factors. The results of the study call for more rigorous and extended teacher training, changes in foreign language curricula, and further research studies to investigate teaching methods appropriate to the Thai context.

Suggests a way to construe fundamental teleological differences between teaching, counseling, and therapy and presents a proposition for determining the appropriate use of concepts and theories in each domain. Uses the concept of the working alliance to illustrate this proposition. (SLD)