The data-driven classroom: Scholarly teaching and scholarship of teaching

2010 ◽  
Author(s):  
Julie S. Lyon ◽  
Marcus W. Dickson
Keyword(s):  
Data Driven ◽  
Scholarship Of Teaching ◽  
Scholarly Teaching

A “how to” guide for developing a publishable Scholarship of Teaching project

2006 ◽  
Vol 30 (2) ◽  
pp. 83-88 ◽  
Author(s):  
Valerie Dean O'Loughlin
Keyword(s):  
Teaching And Learning ◽  
Human Subjects ◽  
Scholarship Of Teaching ◽  
Institutional Review ◽  
Specific Teaching ◽  
Scholarly Teaching ◽  
Improving Instruction ◽  
Teaching Interventions ◽  
Instruction And Learning ◽  
Pedagogical Research

In order for the efforts of scholarly teaching to be recognized, the work must become public and presented to peers for review. Scholarship of Teaching is not only improving instruction and learning but also methodically assessing whether specific teaching interventions have had the desired effect. In this paper, the author presents a step-by-step guide for how to develop a Scholarship of Teaching project that is well thought out and worthy of publication. Factors to consider before performing such pedagogical research include developing a clear research hypothesis for the classroom, reviewing the background literature, obtaining Institutional Review Board (Human Subjects) approval, and determining which methods of assessment may be used. This “how to” guide discusses how to handle all of these factors and prepare the data for publication and introduces the reader to references related to the Scholarship of Teaching and learning as well as educational research and theory.

scholarly journals Navigating the Lows to Gain New Heights: Constraints to SoTL Engagement

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Andrea S. Webb
Keyword(s):  
Higher Education ◽  
Educational Leadership ◽  
Teaching And Learning ◽  
Educational Leaders ◽  
Academic Culture ◽  
Faculty Members ◽  
Scholarship Of Teaching ◽  
Promotion And Tenure ◽  
Scholarly Teaching ◽  
Canadian Research

Novice Scholarship of Teaching and Learning (SoTL) leaders making the transition from scholarly teaching to SoTL to SoTL Leadership face many challenges within higher education. Not only does traditional academic culture confine most academics to disciplinary silos, but promotion and tenure requirements encourage faculty members to conduct SoTL work “off the side of their desk,” if at all (Boyer, 1990; Dobbins, 2008; Webb, Wong, & Hubball, 2013). This paper shares some of the findings from a recent study that investigated what constrained educational leaders’ understanding of SoTL while enrolled in a SoTL Leadership program at a Canadian research-intensive university. The paper will also explore implications for the support and enrichment of educational leadership.

scholarly journals Foreword: Special Issue on Scholarly Teaching

2021 ◽  
Vol 6 (2) ◽  
pp. 5129
Author(s):  
Kazuko Hiramatsu ◽  
Michal Temkin Martinez
Keyword(s):  
Learning Community ◽  
Annual Meeting ◽  
Special Issue ◽  
Scholarship Of Teaching ◽  
Faculty Learning Community ◽  
Faculty Learning ◽  
Scholarly Teaching ◽  
Teaching Learning

This special issue contains peer-reviewed papers presented during an organized session on scholarly teaching at the 2021 LSA Annual Meeting. The session was organized by an NSF-sponsored Faculty Learning Community that was formed in 2019 to build capacity among a cohort of linguists to advocate for scholarly teaching and the scholarship of teaching learning (SoTL).

scholarly journals The role of SoTL in the academy: Upon the 25th anniversary of Boyer’s Scholarship Reconsidered

2015 ◽  
pp. 1-14 ◽  
Author(s):  
Beth Kern ◽  
Gwendolyn Mettetal ◽  
Marcia Dixson ◽  
Robin K. Morgan
Keyword(s):  
Conceptual Model ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Process ◽  
Scholarship Of Teaching ◽  
25Th Anniversary ◽  
Teaching And Learning Research ◽  
Scholarly Teaching ◽  
Learning Research

This essay works toward two goals: 1) to provide an explanation of how the Scholarship of Teaching and Learning may work within all four of Boyer’s “scholarships” of discovery, integration, application, and teaching and 2) to clarify the distinctions between quality teaching and scholarship of teaching and learning research. To do that, we posit four quadrants of teaching practices based on two continuum: public/private and systematic/unsystematic. The four quadrants: teaching practice, shared teaching, scholarly teaching and, finally, scholarship of teaching and learning, provide academics with a conceptual model to distinguish various approaches to the teaching process from research into that process.

Scholarly Teaching and Scholarship of Teaching: Noting the Difference

2005 ◽  
Vol 2 (1) ◽  
Author(s):  
Marion N Allen ◽  
Peggy Anne Field
Keyword(s):  
Nursing Education ◽  
Faculty Evaluation ◽  
Faculty Members ◽  
Clear Distinction ◽  
Scholarship Of Teaching ◽  
Education Literature ◽  
Scholarly Teaching ◽  
The Difference ◽  
Made In

Scholarly teaching and the scholarship of teaching are being discussed more frequently in the nursing education literature, yet a clear distinction between the two is often not made. In this paper we will identify the differences between the two and the role each plays in faculty evaluation. We argue that all faculty members should be scholarly teachers but not all will or should engage in the scholarship of teaching.

Moving toward the Scholarship of Teaching and Learning: The Classroom Can Be a Lab, Too!

2008 ◽  
Vol 35 (4) ◽  
pp. 262-266 ◽  
Author(s):  
Randolph A. Smith
Keyword(s):  
Teaching And Learning ◽  
American Psychological Association ◽  
Scholarly Work ◽  
American Psychological ◽  
Scholarship Of Teaching ◽  
Scholarly Teaching ◽  
Division 2 ◽  
Over Time

Division 2 of the American Psychological Association was practicing the scholarship of teaching long before Boyer (1990) coined the term, but Boyer brought the idea to academe's consciousness. Over time, however, the scholarship of teaching and “scholarly teaching” have become confused. Based on Richlin's (2001) work, I attempt to resolve this confusion by equating the scholarship of teaching with scholarly work by faculty. In addition, I point out the parallels between assessment and the scholarship of teaching and learning (SoTL) and provide tips for faculty who want to engage in SoTL research but see roadblocks in their way.

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