Relationships Between Conceptualizations and Practices in Teaching Grant Applications

• In Event: Faculty Teaching, Evaluation, and Development SIG Scholarship of Teaching and Learning (SoTL)

Abstract

The objective of this study is to investigate conceptualizations of learning, teaching, transformative learning, interdisciplinarity, and diversity and how these conceptualizations relate to educational practices through analysis of proposals submitted by faculty for grants to fund efforts in transformational teaching. The results of this research show that some of these conceptualizations include definitions which are not in alignment with those in the literature. We also found that definitions aligned with those in the literature, as well as high-impact practices, are correlated with particular conceptualizations of learning, teaching, transformative learning, interdisciplinarity, and diversity. Moreover, high-impact practices are more prevalent in faculty team proposals than individual proposals. We conclude by providing some practical recommendations for educators and practitioners.

Authors

• Mahjabin Chowdhury, Texas A&M University - College Station

• Jonan Phillip Donaldson, Texas A&M University - College Station

• Daniel Choi, Texas A&M University - College Station