Integrating Outcomes Assessment and Scholarship of Teaching and Learning
Abstract
In “Opening Doors to Faculty Involvement in Assessment,” Pat Hutchings suggested that “campus leaders of assessment and those charged with advancing the scholarship of teaching and learning should explore shared agendas and practices.” For those of us involved in promoting and producing scholarship of teaching and learning, this is a natural confluence of complementary ideas and actions—indeed, the dialogue between scholarship of teaching and learning and outcomes assessment has been ongoing for decades. But what are the conditions necessary to integrate these practices and agendas institutionally or programmatically, for the benefit of all students? This presentation focuses on the role systematic scholarly inquiry into student learning can and indeed should play in long-term and cross-institutional assessment, with particular emphasis on scholarship of teaching and learning as both a driver of and vehicle for significant campus change, taking into account both the risks and benefits of such an endeavor.
Location
Luncheon & Keynote Address
Recommended Citation
Gale, Richard, "Integrating Outcomes Assessment and Scholarship of Teaching and Learning" (2011). SoTL Commons Conference. 31.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2011/31
Integrating Outcomes Assessment and Scholarship of Teaching and Learning
Luncheon & Keynote Address
In “Opening Doors to Faculty Involvement in Assessment,” Pat Hutchings suggested that “campus leaders of assessment and those charged with advancing the scholarship of teaching and learning should explore shared agendas and practices.” For those of us involved in promoting and producing scholarship of teaching and learning, this is a natural confluence of complementary ideas and actions—indeed, the dialogue between scholarship of teaching and learning and outcomes assessment has been ongoing for decades. But what are the conditions necessary to integrate these practices and agendas institutionally or programmatically, for the benefit of all students? This presentation focuses on the role systematic scholarly inquiry into student learning can and indeed should play in long-term and cross-institutional assessment, with particular emphasis on scholarship of teaching and learning as both a driver of and vehicle for significant campus change, taking into account both the risks and benefits of such an endeavor.
