Conference Tracks
About SoTL – Analysis, synthesis, reflection, and discussion
Abstract
In this presentation my aim is to look at the different kinds of questions that can be asked as part of the scholarship of teaching and learning and the different types of knowledge these questions might generate. I will explore and unpack the meaning of the now common notion of ‘SoTL research’ and compare it to an alternative or complementary notion of scholarship, that of ‘SoTL practice’. The latter I will argue is not just characterized by context-specific inquiries into the effectiveness of certain teaching strategies in bringing about particular learning outcomes but by questions that are directed at values that are inherent in practice and are perpetuated through practice. I will explore how the philosophical notion of ‘authenticity’ and empowerment might inform the scholarship of teaching and learning. The subsequent discussion could explore how one might promote within the sector a more critical, empowered and authentic SoTL.
Session Format
Presentation
Location
Lunch and Keynote Address (Room 1601)
Publication Type and Release Option
Image (Open Access)
Recommended Citation
Kreber, Carolin, "Empowering the Scholarship of Teaching and Learning: Towards an Authentic Practice" (2010). SoTL Commons Conference. 94.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2010/94
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Higher Education Commons, Social and Philosophical Foundations of Education Commons
Empowering the Scholarship of Teaching and Learning: Towards an Authentic Practice
Lunch and Keynote Address (Room 1601)
In this presentation my aim is to look at the different kinds of questions that can be asked as part of the scholarship of teaching and learning and the different types of knowledge these questions might generate. I will explore and unpack the meaning of the now common notion of ‘SoTL research’ and compare it to an alternative or complementary notion of scholarship, that of ‘SoTL practice’. The latter I will argue is not just characterized by context-specific inquiries into the effectiveness of certain teaching strategies in bringing about particular learning outcomes but by questions that are directed at values that are inherent in practice and are perpetuated through practice. I will explore how the philosophical notion of ‘authenticity’ and empowerment might inform the scholarship of teaching and learning. The subsequent discussion could explore how one might promote within the sector a more critical, empowered and authentic SoTL.
