Introduction to the Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective

Following a critical appraisal of research and teaching in U.S. higher education, Ernest Boyer advocated that teaching should be recognized and rewarded as an activity that was at least as important as traditional disciplinary scholarship. He insisted that teaching had its own scholarly component which deserved fuller recognition, appreciation, and dissemination. This chapter explores Boyer's reconsideration of the activities and priorities of higher education and the emerging history of what would become known as the scholarship of teaching and learning (SoTL). From an early stage in its historical trajectory, SoTL explorations were linked to a publication imperative. Publication was seen as essential for consolidating the discipline's status and for improving the efficacy of teaching. The chapter reconsiders the publication requirement, its impact on the vision and mission of SoTL, and the degree to which it has repositioned and reprioritized teaching in the academy. It also provides suggestions for furthering SoTL's impact and for new directions for research, practice, and publication.

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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) - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-7998-2212-7.ch010 ◽

2020 ◽

pp. 181-200

Author(s):

Alisa Hutchinson ◽

Anabel Stoeckle

Keyword(s):

Higher Education ◽

Professional Development ◽

Student Success ◽

Teaching Practices ◽

Teaching And Learning ◽

Student Feedback ◽

Scholarship Of Teaching ◽

Development Tool ◽

Improve Student Learning ◽

Innate Interest

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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Writing Into the Scholarship of Teaching and Learning

Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL) - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-7998-2212-7.ch009 ◽

2020 ◽

pp. 161-180

Author(s):

Kathryn Janet Meldrum ◽

Kristi Giselsson

Keyword(s):

Higher Education ◽

Professional Development ◽

Learning Outcomes ◽

Teaching And Learning ◽

Third Space ◽

Theoretical Frameworks ◽

Scholarship Of Teaching ◽

The Third ◽

Teaching In Higher Education

The Scholarship of Teaching and Learning (SoTL) has been suggested as an ideal vehicle for engaging faculty with professional development for teaching in higher education. However, previous authors have identified that faculty find writing about SoTL difficult. The aim of this chapter is to support educational developers (EDs) to collaborate with faculty to support writing. Two theoretical frameworks to support collaboration are proposed: the first, the Knowledge Transforming Model of Writing, to assist with the process of writing; the second, an adaptation of Brigugilio's working in the third space framework to support collaboration. The authors utilise both frameworks to reflect on their own SoTL collaboration and subsequently pose questions to support faculty and EDs to do the same. Ultimately, it is proposed that collaboration not only enhances the practices of faculty and EDs but improves what should be an important priority for the wider academy: the learning outcomes of students.

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