1. Introduction Scholarship of Teaching and Learning CTCH 604, Fall 2013

2. Scholarship of Teaching

3. Scholarship of Teaching and Learning

5. Scholarship of Teaching and Learning

6. Scholarship of Teaching and Learning

7. Good Teaching “…good teaching is that which promotes student learning and other desired student outcomes…Details of SoTL and othere educational research provide us with a greate dea of information on practices that inform learning.”

8. Scholarly Teaching “Scholarly teachers view teaching as a profession and the knowledge base on teaching as a secondary discipline in which to develop expertise…”

9. Scholarly Teaching “…scholarly teachers do things such as reflect on their teaching, use classroom assessment techniques, discuss teaching with colleagues, try new things (sic), and read and apply the literature on teaching and learning in their discipline and, perhaps, more generally.”

10. SoTL “The scholarship of teaching and learning goes beyond scholarly teaching and involves systematic study of teaching and/or learning and the public sharing and review of such work through presentations, publications and performances.”

11. SoTL “..shares established criteria of scholarship in general, such as that it is made public, can be reviewed critically by members of the appropriate community, and can be built upon by others to advance the field.” Kathleen McKinney (slides 7 – 11)

12. Caveat “…the pendulum is swinging too far toward pursuit of the extrinsic rewards of publication, scholarly recognition and tenure…the current over-emphasis on research and publication is shifting the motivation for doing such work from intrinsic (the desire to know how one’s teaching is affecting learning) to extrinsic (the desire for external recognition and reward).” Patricia Cross

13. Nexus “This new ‘scholarship’ encourages faculty to understand themselves both as practitioners who can utilize research to enhance practice and researchers who can contribute to their profession through significant, practice-based research.” Charmaine Sperling

14. Uncharted Terrain “….the scholarship of teaching can begin to chart what is yet uncharted terrain, a landscape that will feature the convergence of disciplinary knowledge, pedagogical practice, evidence of learning, and theories of learning and cognition. Randy Bass

15. Looking Inwards? “Good teaching is both good science and fine art. Its beginning is not with the learner but with a philosophical encounter with the self. Who am I? Who ought I to be? Who ought I to be as a teacher?” Mary Silva

16. Participation Seminar divides into five groups Each group rotates through five different roles for the seminar as a whole –Responders –Dig Deepers –Seminar Leaders –Session Summarisers –Adept Multi-Taskers