The Scholarship of Teaching & Learning: The Why and the How
Track
Non-research Project / About SoTL
Abstract
Boyer (1990) redefined scholarship by introducing the concept of Scholarship of Teaching and elevating the traditional role of teaching from “a routine function” to an essential component of scholarly life in higher education. In this session, the presenters will discuss recent relevant SoTL literature in how to contextualize and theoretically ground SoTL research, the value and need for SoTL and how SoTL both informs and dovetails with teaching. Robert B. Barr and John Tagg (1995) in “From Teaching to Learning: A New Paradigm for Undergraduate Education,” changed the focus from teaching to learning. The presentation will discuss current trends in SoTL such as student-centered (Felten, 2013; Cerbin, 2013 and McKinney, 2012) and subject-centered (McKenna, 2013) approaches and will explore a spectrum of reasons to get engaged in SoTL, from personal perspective (Sturges, 2012), student learning (Trigwell, 2013) to institutional effectiveness and faculty development (Bernstein, 2013; Fanghanel, 2013; Hutchings, Huber, and Ciccone, 2011). The presenters are scholars with over a decade’s experience with SoTL and University System of Georgia SoTL Award winners. The session will conclude with a discussion about attendees’ reasons to be engaged in SoTL and the barriers encountered in doing so, as well as their perspectives on student-centered vs. subject-centered approaches.
Session Format
Presentation Session
Location
Room 1005
Recommended Citation
Diana Sturges and Trent W. Maurer, "The Scholarship of Teaching & Learning: The Why and the How" (March 26, 2015). SoTL Commons Conference. Paper 31.
source:http://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/31
The Scholarship of Teaching & Learning: The Why and the How
Room 1005
Boyer (1990) redefined scholarship by introducing the concept of Scholarship of Teaching and elevating the traditional role of teaching from “a routine function” to an essential component of scholarly life in higher education. In this session, the presenters will discuss recent relevant SoTL literature in how to contextualize and theoretically ground SoTL research, the value and need for SoTL and how SoTL both informs and dovetails with teaching. Robert B. Barr and John Tagg (1995) in “From Teaching to Learning: A New Paradigm for Undergraduate Education,” changed the focus from teaching to learning. The presentation will discuss current trends in SoTL such as student-centered (Felten, 2013; Cerbin, 2013 and McKinney, 2012) and subject-centered (McKenna, 2013) approaches and will explore a spectrum of reasons to get engaged in SoTL, from personal perspective (Sturges, 2012), student learning (Trigwell, 2013) to institutional effectiveness and faculty development (Bernstein, 2013; Fanghanel, 2013; Hutchings, Huber, and Ciccone, 2011). The presenters are scholars with over a decade’s experience with SoTL and University System of Georgia SoTL Award winners. The session will conclude with a discussion about attendees’ reasons to be engaged in SoTL and the barriers encountered in doing so, as well as their perspectives on student-centered vs. subject-centered approaches.
