Proposal Abstract

Hutchings, Huber, and Ciccone (2011) argue that the scholarship of teaching and learning can contribute to institutional effectiveness in improving teaching and learning through faculty development and through reward structures that support good teaching. In this interactive session, participants will first share strategies that their campuses currently use or could adopt for incorporating SoTL into faculty development initiatives, such as SoTL book clubs, faculty learning communities, SoTL writing retreats, and grants that support SoTL research. Participants will then discuss how to advocate for the use of SoTL in evidence-based decisions on institutional policies and procedures related to teaching and learning such as evaluating teaching effectiveness, developing or improving assessment plans for documenting student learning, and valuing SoTL as scholarship in promotion and tenure decisions. The presenter has experience with contributing to several of these initiatives at two institutions and will serve as a facilitator for participant discussion on how to advocate for similar initiatives on their campuses.

Location

Room 115

Publication Type and Release Option

Presentation (Open Access)

 
Mar 26th, 2:00 PM Mar 26th, 2:45 PM

Using SoTL for Faculty Development and Institutional Decisions

Room 115

Hutchings, Huber, and Ciccone (2011) argue that the scholarship of teaching and learning can contribute to institutional effectiveness in improving teaching and learning through faculty development and through reward structures that support good teaching. In this interactive session, participants will first share strategies that their campuses currently use or could adopt for incorporating SoTL into faculty development initiatives, such as SoTL book clubs, faculty learning communities, SoTL writing retreats, and grants that support SoTL research. Participants will then discuss how to advocate for the use of SoTL in evidence-based decisions on institutional policies and procedures related to teaching and learning such as evaluating teaching effectiveness, developing or improving assessment plans for documenting student learning, and valuing SoTL as scholarship in promotion and tenure decisions. The presenter has experience with contributing to several of these initiatives at two institutions and will serve as a facilitator for participant discussion on how to advocate for similar initiatives on their campuses.