| 
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • Social distancing? Try a better way to work remotely on your online files. Dokkio, a new product from PBworks, can help your team find, organize, and collaborate on your Drive, Gmail, Dropbox, Box, and Slack files. Sign up for free.

View
 

Scholarship of Teaching and Learning

Page history last edited by Gayla S. Keesee 11 years, 6 months ago

What is the Scholarship of Teaching and Learning (SoTL) in Higher Education?

Kathleen McKinney, Cross Endowed Chair in the Scholarship in Teaching and Learning

Illinois State University

 

  • At Illinois State University, we have agreed to conceptualize SoTL as “systematic reflection on teaching and learning made public.”
  • In work at the Carnegie Foundation, the following definition has been used: “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” (Cambridge, 2001).
  • Kreber and Cranton (2000) view SoTL as “ongoing learning about teaching and the demonstration of such knowledge.”
  • While Richlin (2001) argues, “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.”
  • Martin, Benjamin, Prosser, and Trigwell (1999) argue that the scholarship of teaching is three related activities: engagement with the existing knowledge on teaching and learning, self-reflection on teaching and learning in ones discipline, and public sharing of ideas about teaching and learning within the discipline.
  • Pat Hutchings (2002), senior scholar at the Carnegie Foundation, reminds us that SoTL builds on many past traditions in higher education including classroom and program assessment, K-12 action research, the reflective practice movement, peer review of teaching, traditional educational research, and faculty development efforts to enhance teaching and learning.

Comments (0)

You don't have permission to comment on this page.