Enhancing Learning Through the Scholarship of Teaching and Learning: The Challenges and Joys of Juggling - By Kathleen McKinney
Inquiry Into the College Classroom: A Journey Toward Scholarly Teaching - By Paul Savory, Amy Nelson Burnett, and Amy Goodburn

2008 ◽  
Vol 11 (4) ◽  
pp. 243-245
Author(s):  
Donald L. Tucker
Keyword(s):  
Teaching And Learning ◽  
College Classroom ◽  
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 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.

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.

Understanding the Scholarship of Teaching and Learning (SoTL)

2018 ◽  
Author(s):  
Jacqueline M. Dewar
Keyword(s):  
Education Research ◽  
Teaching And Learning ◽  
Junior Faculty ◽  
Critical Issue ◽  
Undergraduate Teaching ◽  
Scholarship Of Teaching ◽  
Science Technology ◽  
Scholarly Teaching ◽  
And Mathematics

Chapter 1 describes the origins of the scholarship of teaching and learning (SoTL) movement and explores the distinctions among SoTL, good teaching, and scholarly teaching. It also discusses the development of discipline-based education research (DBER) into undergraduate teaching and learning in science, technology, engineering, and mathematics (STEM) fields. Since this varies by discipline, the chapter provides some details and additional references for the origins of DBER in physics, biology, chemistry, and engineering. It then examines in more depth the distinctions between SoTL and education research in the discipline of mathematics. The chapter discusses the critical issue of how to evaluate SoTL work. It acknowledges the spectrum of possibilities for how the work is valued for tenure and promotion, and closes with a discussion of implications for junior faculty who wish to engage in SoTL.

scholarly journals On Being Taught

2015 ◽  
Vol 6 (2) ◽  
Author(s):  
Ada S. Jaarsma
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Key Words ◽  
Teaching And Learning ◽  
Mots Clés ◽  
Scholarship Of Teaching ◽  
Scholarly Teaching

This essay examines the definitions of the key words of the scholarship of teaching and learning (SoTL)—scholarship, teaching, and learning—in order to identify the hopes that animate SoTL research and examine these hopes in light of recent critical thinking about the corporatization of higher education. Arguing that Biesta’s (2013b) distinction between “learning from” and “being taught by” offers an important corrective to the prevailing definitions of SoTL, the essay reflects on the tensions between scholarly teaching, as understood by SoTL, and teaching as a contingent and unpredictable event. Cet essai examine la définition des mots-clés de l’avancement des connaissances en enseignement et en apprentissage (ACEA) – avancement des connaissances, enseignement, apprentissage – afin d’identifier les espoirs qui inspirent la recherche en ACEA et d’examiner ces espoirs à la lumière des pensées critiques récentes qui portent sur la tendance de l’enseignement supérieur à fonctionner comme une entreprise. Cet essai présente l’argument selon lequel la distinction faite par Biesta (2013b) entre « apprendre de quelqu’un » et « être enseigné par quelqu’un » constitue une correction importante aux définitions actuelles de l’ACEA. L’essai propose une réflexion sur les tensions qui existent entre l’enseignement intellectuel, tel que compris par l’ACEA, et l’enseignement en tant qu’événement contingent et imprévisible.

Sign in / Sign up

Export Citation Format

Share Document