Proposal Title

A Domain-Centred Analysis of the Constitution of the Scholarship of Teaching and Learning

Proposal Abstract

In a recently completed collaborative project between Swedish and South African educators, educational researchers and academic developers we studied the constitution and transformative potential of SoTL. We will present an analytical set of domains for describing SoTL’s constitution, grounded in our debates concerning our own studies and the literature at large. The six domains we will present are the epistemic, the pedagogical, the social, the moral and ethical, the socio-political and societal, and the professional domains. The latter is one overarching constituent of faculty professionalism, at all career grades, the other major constituent being disciplinary and professional content knowledge. The remaining domains concern, respectively, the processes of knowledge production; its deliberate focus on the processes and practices of teaching and learning; the communities of practice and learning within the faculty within and across institutions; the moral mandate of higher education; and the potential for critiquing the status quo and the role of higher education as a driver of national well-being. In the presentation we will present and lead an audience discussion on the characteristics, the relevance and the implications of this domain-centred analysis of the constitution of SoTL.

Location

Room 115

Publication Type and Release Option

Presentation (Open Access)

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Mar 27th, 2:00 PM Mar 27th, 2:45 PM

A Domain-Centred Analysis of the Constitution of the Scholarship of Teaching and Learning

Room 115

In a recently completed collaborative project between Swedish and South African educators, educational researchers and academic developers we studied the constitution and transformative potential of SoTL. We will present an analytical set of domains for describing SoTL’s constitution, grounded in our debates concerning our own studies and the literature at large. The six domains we will present are the epistemic, the pedagogical, the social, the moral and ethical, the socio-political and societal, and the professional domains. The latter is one overarching constituent of faculty professionalism, at all career grades, the other major constituent being disciplinary and professional content knowledge. The remaining domains concern, respectively, the processes of knowledge production; its deliberate focus on the processes and practices of teaching and learning; the communities of practice and learning within the faculty within and across institutions; the moral mandate of higher education; and the potential for critiquing the status quo and the role of higher education as a driver of national well-being. In the presentation we will present and lead an audience discussion on the characteristics, the relevance and the implications of this domain-centred analysis of the constitution of SoTL.