Learning about Teaching through Interdisciplinary Research and Collaboration
Abstract
Academics routinely undertake and disseminate research in their respective discipline areas. In recent years, they have been encouraged to also take a scholarly approach to their teaching. This session outlines the personal SoTL journey of a teacher of legal studies at a large research university in Australia. The journey started with real challenges with respect to assessing class participation; predicting student success in first year; and aligning intended learning outcomes with assessment tasks and assessment criteria. The session outlines the investigations, the findings, and how these impacted on teaching and student learning for each of the abovementioned teaching matters. These inquiries eventually became SoTL but only after seeking assistance from colleagues from other disciplines. The session illustrates how what begins as a teaching-related question in one teacher's classroom develops into teaching research that can be shared with disciplinary colleagues and the wider academic community.
Location
Room 2904 A
Recommended Citation
Kamvounias, Patty, "Learning about Teaching through Interdisciplinary Research and Collaboration " (2007). SoTL Commons Conference. 7.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2007/7
Learning about Teaching through Interdisciplinary Research and Collaboration
Room 2904 A
Academics routinely undertake and disseminate research in their respective discipline areas. In recent years, they have been encouraged to also take a scholarly approach to their teaching. This session outlines the personal SoTL journey of a teacher of legal studies at a large research university in Australia. The journey started with real challenges with respect to assessing class participation; predicting student success in first year; and aligning intended learning outcomes with assessment tasks and assessment criteria. The session outlines the investigations, the findings, and how these impacted on teaching and student learning for each of the abovementioned teaching matters. These inquiries eventually became SoTL but only after seeking assistance from colleagues from other disciplines. The session illustrates how what begins as a teaching-related question in one teacher's classroom develops into teaching research that can be shared with disciplinary colleagues and the wider academic community.
