11/10/17 1 Nancy Chick Taylor Institute for Teaching and Learning, University of Calgary S cholarly Teaching to S oTL: Exploring the Shared “ S ” Nancy Chick Taylor Institute for Teaching and Learning, University of Calgary S cholarly Teaching to S oTL: Exploring the Shared “ S ” ^ with “Should ”
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
11/10/17
1
Nancy ChickTaylor Institute for Teaching and Learning, University of Calgary
Scholarly Teaching to SoTL:Exploring the Shared “S”
Nancy ChickTaylor Institute for Teaching and Learning, University of Calgary
Scholarly Teaching to SoTL:Exploring the Shared “S”
^with “Should”
11/10/17
2
“A scholarly approach is the basis of all academic work—be it teaching, research or service.”
Antman & Olsson “A Two-Dimensional Matrix Model for AnalysingScholarly Approaches to Teaching and Learning” (2007)
“Scholarly teaching is what every one of us should be engaged in every day that we are in a classroom, in our office with students, tutoring, lecturing, conducting discussions, all the roles we play pedagogically.” (Shulman, 2004)
“All faculty members should strive for scholarly teaching but not all will engage in the scholarship of teaching.” (Allen & Field, 2005)
“Although all faculty should strive for scholarly teaching, not all will engage in the scholarship of teaching.” (Martin, 2007)
emphasis added
“Should”: The Scholarly Teaching Imperative
11/10/17
3
“Unfortunately, the concept of a scholarship of teaching has become mixed up with the act of teaching itself.”
emphasis addedRichlin “Scholarly Teaching and the Scholarship of Teaching” (2001)
“Lack of broadly acceptable definitions for the scholarship of teaching, scholarly teaching, excellence in teaching, expert teacher, and research on teaching and learning.”
Kreber “Conceptualizing the Scholarship of Teaching & Identifying Unresolved Issues” (2001) & “Controversy and Consensus on the Scholarship of Teaching” (2002)
“Scholarly teaching is what every one of us should be engaged in every day that we are in a classroom, in our office with students, tutoring, lecturing, conducting discussions, all the roles we play pedagogically. Our work as teachers should meet the highest scholarly standards of groundedness, of openness, of clarity and complexity.
But it is only when we step back and reflect systematically on the teaching we have done, in a form that can be publicly reviewed and built upon by our peers, that we have moved from scholarly teaching to the scholarship of teaching.”
emphasis addedShulman “Lamarck’s Revenge: Teaching Among the Scholarships” (2004)
11/10/17
4
Potter & Kustra “The Relationship between Scholarly Teaching and SoTL:Models, Distinctions, and Clarifications” (2011)
“distinct constructs”
“One of the essential differences between the two is the degree of interest in the wider implications and impact of the results of inquiries into one’s practice (Smith, 2001).”
“In sum, scholarly teaching and scholarship of teaching differ across four dimensions(Kreber, 2002; Trigwell, Martin, Benjamin, & Prosser, 2000). These include the sources of information drawn upon, focus of reflection, extent and nature of communication of insights, and conceptions of teaching-learning.”
Allen & Field “Scholarly Teaching and Scholarship of Teaching: Noting the Difference” (2005)
11/10/17
5
11/10/17
6
ü fruitü round
ü fist-sizedü good juicedü warm color
ü grow in orchards on flowering treesü vulnerable to damage by disease & insects (Barone, 2000)
ü similar infrared transmission spectra when dried, crushed, mixed with potassium bromide, &
pressed into a pellet (Sanford 1995)
John Jonik, The New Yorker (July 15 ,1991)
11/10/17
7
In considering the confusion that can ensue, we see the problem to be one of focus, namely a focus on definition rather than on diversity. A definition attempts to draw a boundary and to provide an accurate description of the terrain within that boundary. But SoTL embodies a range of aims, activities and contexts….”
emphasis addedBooth & Woollacott “On the Constitution of SoTL:
Its Domains and Contexts” (2017)
“Attempts to define SoTL flounder when faced with its diversity.
(Antman & Olsson, 2007)
11/10/17
8
(Antman & Olsson, 2007)
know
ing,
und
erst
andi
ng, p
hilo
soph
y
doing, action, practice
Richlin & Cox “Developing Scholarly Teaching and the Scholarship of Teaching and Learning through Faculty Learning Communities” (2004)
11/10/17
9
Richlin “Scholarly Teaching and the Scholarship of Teaching and Learning” (2001)
11/10/17
10
Natasha Kenny: landscp arch (ED)Carol Berenson: sociologyNancy Chick: literature (SoTL)Carol Johnson: educationDavid Keegan: medicineEmma Read: vet medicineLeslie Reid: geoscience
Developmental Framework for Teaching Expertise
Five Facets of Teaching ExpertiseTeaching &
SupportingLearning
Professional Learning &
Development
Research, Scholarship,
& Inquiry
Mentorship
Educational Leadership
11/10/17
11
Three Foundational Habits of Mind
learning-centred
inclusive collaborative
11/10/17
12
explore engage expand
§ . . . .§ . . . .§ . . . .§ . . . .§ . . . .§ . . . .
§ . . . .§ . . . .§ . . . .§ . . . .§ . . . .§ . . . .
§ . . . .§ . . . .§ . . . .§ . . . .§ . . . .§ . . . .
Developmental Continuum of Activities
11/10/17
13
11/10/17
14
11/10/17
15
11/10/17
16
bit.ly/UC-DFTE
http://connections.ucalgaryblogs.ca/2017/11/04/developing-a-learning-culture-a-framework-for-the-growth-of-teaching-expertise/
Thank you!
Related Documents
