Abstract
Arguing for the Scholarship of Learning, this session will outline a framework of learning that is nonremedial, non-counseling based, and not attached to the power dynamics of grading; rather, this research discusses the learning that students experience through academic support programming, and examines how the subsequent learner transformations affect and inform the teaching that occurs in formal classroom settings. The presentation objectives are as follows: 1. to present a theory of learning that occurs in informal academic settings and discuss related experiences and research 2. to (re)conceptualize a new approach to the learning component of the Scholarship of Teaching and Learning 3. to expand and enhance current definitions and understandings of the Scholarship of Teaching and Learning 4. to learn from participants' experiences in this area We conclude with a discussion of future research possibilities, and examine how these findings can (re)define and (re)inform teaching and curriculum design and delivery.
Location
Room 2905 A/B
Recommended Citation
Willox, Ashlee Cunsolo and Lackeyram, Dale, "The Scholarship of Learning: The Elephant in the Room" (2007). SoTL Commons Conference. 23.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2007/23
The Scholarship of Learning: The Elephant in the Room
Room 2905 A/B
Arguing for the Scholarship of Learning, this session will outline a framework of learning that is nonremedial, non-counseling based, and not attached to the power dynamics of grading; rather, this research discusses the learning that students experience through academic support programming, and examines how the subsequent learner transformations affect and inform the teaching that occurs in formal classroom settings. The presentation objectives are as follows: 1. to present a theory of learning that occurs in informal academic settings and discuss related experiences and research 2. to (re)conceptualize a new approach to the learning component of the Scholarship of Teaching and Learning 3. to expand and enhance current definitions and understandings of the Scholarship of Teaching and Learning 4. to learn from participants' experiences in this area We conclude with a discussion of future research possibilities, and examine how these findings can (re)define and (re)inform teaching and curriculum design and delivery.
