3. quot;ongoing learning about teaching and the
demonstration of such knowledge.quot;
Kreber and Cranton in The Journal of Higher Education 71(4)
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
5. 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
6. 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
7. 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
10. 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
12. 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.
14. From the Journal of the SoTL
• Data-driven studies
• Reflective essays
• Reviews
• Case Studies
• Comments and
Communications
15. 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