The Scholarship of Teaching and Learning

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Information about The Scholarship of Teaching and Learning
Education

Published on May 8, 2009

Author: laurenpressley

Source: slideshare.net

Description

again, for the ZSR librarians!

SoTL The Scholarship of Teaching and Learning

What is it?

quot;ongoing learning about teaching and the demonstration of such knowledge.quot; Kreber and Cranton in The Journal of Higher Education 71(4)

quot;The scholarship of teaching is not merely teaching our scholarship. Nor is it simply teaching we# .... The scholarship of teaching means that we invest in our teaching the inte#ectual powers we practice in our research.quot; Bender and Gray in The Scholarship of Teaching

quot;problem posing about an issue of teaching or learning, study of the problem through methods appropriate to the disciplinary epistemologies, applications of results to practice, communication of results, self- reflection, and peer review.quot; Cambridge in To Improve The Academy

quot;engagement with the existing knowledge on teaching and learning, self-reflection on teaching and learning in one’s discipline, and public sharing of ideas about teaching and learning within the discipline.quot; Martin et al in Improving Student Learning

quot;The scholarship part of the process involves composing selected portions of the investigation and findings [or integration or reflection] into a manuscript to be submitted to an appropriate journal or conference venue.quot; Richlin in Scholarship Revisited

quot;systematic reflection on teaching and learning made public.quot; Illinois State University

taking a scholarly approach to teaching

Building On the Past (Pat Hutchings of the Carnegie Foundation) • Classroom and program assessment • K-12 action research • The reflective practice movement • Peer review of teaching • Traditional educational research • Faculty development efforts to enhance teaching and learning http://www.flickr.com/photos/14058855@N00/3052908465

So what counts?

Taxonomy of Student Learning from Opening Lines • quot;What works?quot; These are questions that seek quot;evidence about the relative effectiveness of different [teaching] approaches.quot; • quot;What is?quot; These are questions that seek to describe, but not evaluate the effectiveness of, different teaching approaches. These are also questions that seek to describe how students learn. • quot;Visions of the possiblequot; These are questions related to goals for teaching and learning that have yet to be met or are new to the faculty member asking the questions. • quot;Theory buildingquot; questions These are questions designed to build theoretical frameworks http://www.flickr.com/photos/40021607@N00/185508448 for SoTL similar to frameworks used in other disciplines.

Standards of SoTL (from Scholarship Assessed) • Clear goals • Adequate preparation • Appropriate methods • Significant results • Effective presentation • Reflective critique http://blog.bioethics.net/InvitationChecklist.jpg

From the Journal of the SoTL • Data-driven studies • Reflective essays • Reviews • Case Studies • Comments and Communications

Teaching as Research from the DELTA Program at the University of Wisconsin-Madison • Informed by the work • Analyzing evidence and of others drawing conclusions • Includes an explicit • Reflecting and taking question or hypothesis action about teaching-learning • Cyclical and ongoing relationships • Results are documented • Shaped by an explicit and disseminated design or plan for addressing the question • The practitioner is at hand principally responsible for the inquiry plan and • Collecting credible data process as evidence

What do I do with it?

http://www.flickr.com/photos/63969483@N00/844363451 Journals

Conferences

Have you read or used the SoTL in your own instructional design?

Have you published or presented in the SoTL?

What could you do?

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