Proposal Title

The Scholarship of Teaching & Learning: The Why and the How

Co-Authors

N/A

Track

Non-research Project / About SoTL

Proposal Abstract

Boyer (1990) redefined scholarship by introducing the concept of Scholarship of Teaching and elevating the traditional role of teaching from “a routine function” to an essential component of scholarly life in higher education. In this session, the presenters will discuss recent relevant SoTL literature in how to contextualize and theoretically ground SoTL research, the value and need for SoTL and how SoTL both informs and dovetails with teaching. Robert B. Barr and John Tagg (1995) in “From Teaching to Learning: A New Paradigm for Undergraduate Education,” changed the focus from teaching to learning. The presentation will discuss current trends in SoTL such as student-centered (Felten, 2013; Cerbin, 2013 and McKinney, 2012) and subject-centered (McKenna, 2013) approaches and will explore a spectrum of reasons to get engaged in SoTL, from personal perspective (Sturges, 2012), student learning (Trigwell, 2013) to institutional effectiveness and faculty development (Bernstein, 2013; Fanghanel, 2013; Hutchings, Huber, and Ciccone, 2011). The presenters are scholars with over a decade’s experience with SoTL and University System of Georgia SoTL Award winners. The session will conclude with a discussion about attendees’ reasons to be engaged in SoTL and the barriers encountered in doing so, as well as their perspectives on student-centered vs. subject-centered approaches.

Proposal Description

N/A

Session Format

Presentation Session

Location

Room 1005

Publication Type and Release Option

Presentation (Open Access)

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Mar 26th, 11:00 AM Mar 26th, 11:45 AM

The Scholarship of Teaching & Learning: The Why and the How

Room 1005

Boyer (1990) redefined scholarship by introducing the concept of Scholarship of Teaching and elevating the traditional role of teaching from “a routine function” to an essential component of scholarly life in higher education. In this session, the presenters will discuss recent relevant SoTL literature in how to contextualize and theoretically ground SoTL research, the value and need for SoTL and how SoTL both informs and dovetails with teaching. Robert B. Barr and John Tagg (1995) in “From Teaching to Learning: A New Paradigm for Undergraduate Education,” changed the focus from teaching to learning. The presentation will discuss current trends in SoTL such as student-centered (Felten, 2013; Cerbin, 2013 and McKinney, 2012) and subject-centered (McKenna, 2013) approaches and will explore a spectrum of reasons to get engaged in SoTL, from personal perspective (Sturges, 2012), student learning (Trigwell, 2013) to institutional effectiveness and faculty development (Bernstein, 2013; Fanghanel, 2013; Hutchings, Huber, and Ciccone, 2011). The presenters are scholars with over a decade’s experience with SoTL and University System of Georgia SoTL Award winners. The session will conclude with a discussion about attendees’ reasons to be engaged in SoTL and the barriers encountered in doing so, as well as their perspectives on student-centered vs. subject-centered approaches.