Abstract
The pedagogical efficacy of traditional approaches to teaching that involve direct instruction in a subject-centered approach is being questioned constantly in higher education. Thus, this paper examines the shifting discourse in college teaching that emphasizes student learning and excellence in teaching, including implications resulting from this shift. The Scholarship of Teaching and Learning (SoTL) is one of the models engendering this discursive shift. In addition to addressing the implications of this shift, this paper is meant to provoke more dialogue and praxis to advance the cause of pedagogical methodologies that promote student learning and teaching effectiveness. Moreover, the bigger picture of this shift is outlined in the context of other trends in higher education that need further study in which SoTL can be a methodological factor.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Gittens, Winston
(2007)
"Shifting Discourse in College Teaching,"
International Journal for the Scholarship of Teaching and Learning:
Vol. 1:
No.
1, Article 17.
Available at: https://doi.org/10.20429/ijsotl.2007.010117