Proposal Title

Where Has the Theory Gone: Intentionality in SoTL Projects

Proposal Abstract

A hallmark of rigorous scholarship is coherent grounding of the project in theory and previous research. Unfortunately, many faculty members who engage in SoTL may not have strong foundations in learning theories, resulting in idiosyncratic evaluation of a smattering of teaching techniques. Presenters will use a ten-year content analysis of peer-reviewed articles regarding teaching and learning in counselor education to highlight key struggles for grounding the SoTL movement within one discipline. Participants will discuss experiences related to intentionality, theoretical foundations, and empirical grounding for SoTL within their unique disciplines. Specific questions to be addressed include: > To what degree are scholars and teachers familiar with learning theories? > How do we ensure SoTL projects are theoretically grounded? > How do we prepare the next generation of faculty members to ground SoTL practice and projects in learning theories? Through guided exploration, participants will be able to > explore the degree to which SoTL practice is grounded in theory and research within their individual fields of expertise, and > identify implications for educator development within and across disciplines.

Location

Room 2911

Publication Type and Release Option

Presentation (Open Access)

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Mar 8th, 2:00 PM Mar 8th, 2:45 PM

Where Has the Theory Gone: Intentionality in SoTL Projects

Room 2911

A hallmark of rigorous scholarship is coherent grounding of the project in theory and previous research. Unfortunately, many faculty members who engage in SoTL may not have strong foundations in learning theories, resulting in idiosyncratic evaluation of a smattering of teaching techniques. Presenters will use a ten-year content analysis of peer-reviewed articles regarding teaching and learning in counselor education to highlight key struggles for grounding the SoTL movement within one discipline. Participants will discuss experiences related to intentionality, theoretical foundations, and empirical grounding for SoTL within their unique disciplines. Specific questions to be addressed include: > To what degree are scholars and teachers familiar with learning theories? > How do we ensure SoTL projects are theoretically grounded? > How do we prepare the next generation of faculty members to ground SoTL practice and projects in learning theories? Through guided exploration, participants will be able to > explore the degree to which SoTL practice is grounded in theory and research within their individual fields of expertise, and > identify implications for educator development within and across disciplines.