Proposal Abstract

This presentation is an analysis of the nature and meaning of the scholarship of teaching and learning. The presentation begins by indicating the challenges faced by SOTL as an emerging discipline within the traditionally research oriented higher education institutions and underscores the need to operationalise the term 'SOTL' for it to be fully embraced by higher education institutions. The presentation then focuses on the complexities of evaluating the SoTL and highlights some current evaluation criteria for SOTL work, their shortcomings, and makes suggestions for standardizing SOTL work. A proposal of acceptable criteria for evaluating the SOTL to distinguish it from such things as classroom assessment will be made. As a conclusion, suggestions are made for standard procedures and practices for SOTL work to increase its worldwide acceptance.

Full Proposal

This session intends to discuss the complexities of evaluating the scholarship of teaching and learning and the need to develop some kind of acceptable criteria for evaluating the scholarship of teaching and learning work if we are to distinguish it from the past traditions in higher education such as classroom assessment and traditional educational research. The session will highlight the need for further operationalising of the term ‘scholarship of teaching and learning’ for it to be fully embraced in higher education institutions. During the session, the presenter will discuss some of the currently suggested evaluation criteria for the scholarship and their shortcomings and what else could be included when evaluating SOTL work in order to standardize it. The presentation will make suggestions on some standard procedures and practices which could be incorporated into SOTL work for it to be embraced world wide.

Objectives of the Session:

• Engage the participants in a discussion to develop a clearer conceptual understanding of the scholarship of teaching and learning as an emerging field in higher education to create a better understanding of what SOTL is.

• Engage participants in a discussion to identify the best ways of assessing SOTL work.

• Engage participants in a discussion to agree on standard procedures and practices that could be used for SOTL work anywhere in the world.

Ways of involving the audience in the Session:

The participants will be involved through small group discussion. The presenter will merely introduce the session by posing questions on issues that address the above listed objectives. These questions will stimulate participants’ thinking and will be used in small group discussion. Participants will then share their views during the session to make agreements on the issues discussed and make recommendations.

What attendees can expect to experience and learn:

The attendees will be involved by reflecting on their personal understanding of the SOTL and how they have been assessing the SOTL work. Participants will then share their experiences and identify the gaps in the way they have operationalised the concept of ‘SOTL’ in order to develop a common understanding and also to formulate standard criteria for assessing SOTL work. It is anticipated that the participants will discuss and agree on standard procedures and practices that could be used for SOTL work which they could then apply in their respective institutions.

Location

Room 2905 A/B

Publication Type and Release Option

Presentation (Open Access)

 
Nov 2nd, 9:00 AM Nov 2nd, 9:45 AM

Positioning the Scholarship of Teaching and Learning in the Academic Arena

Room 2905 A/B

This presentation is an analysis of the nature and meaning of the scholarship of teaching and learning. The presentation begins by indicating the challenges faced by SOTL as an emerging discipline within the traditionally research oriented higher education institutions and underscores the need to operationalise the term 'SOTL' for it to be fully embraced by higher education institutions. The presentation then focuses on the complexities of evaluating the SoTL and highlights some current evaluation criteria for SOTL work, their shortcomings, and makes suggestions for standardizing SOTL work. A proposal of acceptable criteria for evaluating the SOTL to distinguish it from such things as classroom assessment will be made. As a conclusion, suggestions are made for standard procedures and practices for SOTL work to increase its worldwide acceptance.