Realizing SoTL'S Potential: A Challenging Road
Conference Tracks
About SoTL – Analysis, synthesis, reflection, and discussion
Abstract
There has been widespread optimism regarding the potential for the Scholarship of Teaching and Learning (SoTL) to provide powerful ways to improve teaching and learning (e.g, Fukami, 2003; McKinney, 2007). Research on teaching and learning, conducted across institutions, can stimulate evidence-based change. Faculty members interested in teaching and learning can pursue curiosities and pressing questions the ways they know best — through research. All this activity can be clearly acknowledged within reward systems that understand the currency of research. These are the promises. But are we getting there? Has practice been significantly impacted by SoTL research? Are institutions embracing SoTL as a vehicle for professional development and career advancement? In some cases, the answer is “Yes,” but not in enough cases. In this session, we will examine some of the reasons why the promises of SoTL have not yet been sufficiently fulfilled, with the aim of moving forward in ways that get us closer to SoTL's full potential.
Session Format
Presentation
Location
Luncheon & Keynote Address 1 (Room 1601)
Publication Type and Release Option
Event
Recommended Citation
Poole, Gary D., "Realizing SoTL'S Potential: A Challenging Road" (2010). SoTL Commons Conference. 17.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2010/17
Realizing SoTL'S Potential: A Challenging Road
Luncheon & Keynote Address 1 (Room 1601)
There has been widespread optimism regarding the potential for the Scholarship of Teaching and Learning (SoTL) to provide powerful ways to improve teaching and learning (e.g, Fukami, 2003; McKinney, 2007). Research on teaching and learning, conducted across institutions, can stimulate evidence-based change. Faculty members interested in teaching and learning can pursue curiosities and pressing questions the ways they know best — through research. All this activity can be clearly acknowledged within reward systems that understand the currency of research. These are the promises. But are we getting there? Has practice been significantly impacted by SoTL research? Are institutions embracing SoTL as a vehicle for professional development and career advancement? In some cases, the answer is “Yes,” but not in enough cases. In this session, we will examine some of the reasons why the promises of SoTL have not yet been sufficiently fulfilled, with the aim of moving forward in ways that get us closer to SoTL's full potential.
