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Short Author Bio(s)

George Rehrey directs the Scholarship of Teaching and Learning Program at Indiana University’s Center for Innovative Teaching and Learning. He is co-founder of the Internationalization Collaboration Across Bloomington, working in conjunction with the Center for the Study of Global Change to facilitate faculty-learning communities that work toward designing global learning experiences for students enrolled at Indiana University and Ivy Tech Community College.

Greg Siering is the director of the Center for Innovative Teaching and Learning at Indiana University. The CITL is a comprehensive teaching center that incorporates a variety of instructional and technology specialties, including our campus SOTL program. Greg’s current research interests focus on the integration of multiple services into teaching centers, as well as their strategic alignment within the university. Greg earned his Ph.D. in English from Ball State University, where he specialized in rhetoric and composition.

Carol Hostetter is a professor of social work at Indiana University, and also serve as the Bloomington campus liaison for FACET (Faculty Colloquium for Excellence in Teaching, Indiana University’s teaching academy). As FACET liaison, she oversees the process of awarding membership and the sponsoring of teaching and learning events on campus. In addition to her disciplinary research in child welfare, Carol conducts SoTL studies on topics such as social presence in online courses, engaging undergraduates in research, and metacognition in the classroom.

Abstract

The increasing acceptance of the Scholarship of Teaching and Learning (SoTL) on our campus has led to spreading SoTL principles outside of the usual faculty classroom research projects and teaching/learning center. Three programs examined how SoTL principles aided in integration and initiative building. The programs are the Center for Innovative Teaching and Learning, the Scholarship of Teaching and Learning Program, and the Faculty Colloquium on Excellence in Teaching. Attempts at integration and collaboration have successfully brought SoTL principles into community building, consensus building, and program assessment. A unified voice, mutual respect, and responsiveness to institutional needs have been the necessary conditions to support the work, which may have directly and indirectly effected change in the campus culture

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