Fifth Annual International Conference on the Scholarship of Teaching and Learning (SoTL) 2005, Goodenough College, 12th _13th May 2005, London, UK (original) (raw)
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The themes of the 2010 London SoTL Conference addressed issues that were at the core of the SoTL community’s reflections on its purpose and progress. The issues they raised have gradually emerged as problematic, and therefore worthy of debate and enquiry, in recent years across the sector. Expanding the notion of SoTL beyond the confines of the classroom and across the boundaries of the discipline has brought to the fore the following questions: • Are SoTL methodologies theoretically informed and how? • Is theory a meaningful area of concern for SoTL? • Is disciplinarity a stumbling block for SoTL? • What are the challenges of interdisciplinarity for SoTL? • Can SoTL travel beyond English-speaking countries and how? • Does SoTL effectively inform new pedagogies and how? • Do HE institutions value SoTL and how? • Do ‘quality conceptions’ of SoTL and the concern for ‘scientific’ rigour and measurability restrict the SoTL span? • Is SoTL an effective instrument to improve student learning? • Do SoTL activities develop critical learning in faculty and students? • What are the most appropriate pedagogies for criticality? • What are the characteristics of a SoTL culture? • How do departmental and institutional cultures impact on SoTL? • What are the main benefits for students of SoTL approaches to practice? • What is the impact of macro-policies (e.g. Bologna, Accreditation in the USA)?
Scholarship of Teaching and Learning (SoTL)
International Journal of Current Advanced Research , 2024
This study starts with the widely held beliefs that increasing instruction does not always translate into students learning more, and that universities prefer to prioritise research over instruction. The notion of scholarship of teaching and learning (SoTL) has been selected by the authors to address issues pertaining to teaching and learning. The paper discusses the history, relevance, features, and models of SoTL. In addition, it elaborates on best practices, SoTL-related frameworks, and its ramifications. SoTL refers to a methodical examination of a problem related to teaching and learning that is shared for evaluation, communication, and potentially some kind of action that modifies what is done in the classroom. Boyer’s famous book Scholarship Reconsidered: Priorities of the Professoriate (1990) marked the official beginning of SoTL. SoTL practitioners are more likely to encourage in-depth learning in their pupils. Learning partnerships, communal property, artistic expression, and a certain level of “going meta” are characteristics of SoTL. There are two proposed SoTL models: the practice-focused model by Trigwell and Shale (2004) and the nine components of SoTL by Kreber and Cranton (2000). The spectrum of researchers across the entire continuum, from classroom inquiry to serious educational research, is made possible by the principles of good practice. The frameworks associated with SoTL include Discipline-Based Educational Research, Decoding the Disciplines Approach, Signature Pedagogies, 4M framework, and Professional Societies for Teaching and Learning. The scholarship of teaching and learning (SoTL), which is based on inquiry and engagement, reframes teaching as a continuous, intellectual process with a focus on enhancing student learning. The paper’s conclusion is that it’s critical to recall that higher education’s teaching across disciplines is just as varied as the subjects themselves.
Examining the Focus of SoTL Literature—Teaching and Learning?
2021
Although the Scholarship of Teaching and Learning (SoTL) claims to focus on student learning, some have argued that SoTL studies often adopt a narrow view of learning and focus more on teaching than on learning. In this paper, we explore whether teaching is the primary focus of recent articles published from 2013-2017 in three international, self-identified SoTL journals: Teaching and Learning Inquiry: The ISSOTL Journal (TLI), The International Journal for the Scholarship of Teaching and Learning (ijSOTL), and The Journal of the Scholarship of Teaching and Learning (JoSoTL). Based on our analysis of the 299 empirical articles, we argue that they portray SoTL as a field focused primarily on teacher activity rather than student learning, despite efforts to broaden its scope.
What Do SoTL Practitioners Need to Know about Learning?
Teaching & Learning Inquiry
What does someone embarking on a scholarship of teaching and learning (SoTL) project need to know about how students learn? And how can the SoTL novice reconcile their goals to improve teaching and learning with the vastness of the literature on the science of learning? In this article, we consider the complexity of this literature and its intersection with SoTL. We also review several popular books and websites that might be used by the SoTL novice as entry points for grounding their SoTL studies, informing the questions they ask and narrowing the literature they read. In these brief reviews, we offer practical tips and advice on how to use these resources effectively so that one does not have to become an expert in the science of learning to perform outstanding SoTL research.