Faculty Workshops using the Scholarship of Teaching and Learning (SoTL): Training and Support for Junior Faculty Research
Location
1048
Format Type
Event
Format Type
Paper
Start Date
January 2019
End Date
January 2019
Abstract
Many institutions are struggling in defining what counts toward the tenure and promotion process, and junior faculty are left frustrated in attempts to adequately prepare for the promotion process. Boyer’s (1997) model has offered a solution to understanding the role of faculty more holistically. Boyer’s work has focused on understanding the differences between faculty’s teaching philosophies and dispositions by proposing that scholarship should have four separate yet overlapping meanings: the scholarship of discovery, the scholarship of integration, the scholarship of application, and the scholarship of teaching. Boyer’s purpose was to highlight teaching, suggesting that high quality teaching is marked by the same habits that are characteristics of other types of scholarly work. It “begins with intellectual curiosity, is conducted deliberately and systematically, is grounded in an analysis of some evidence, and results in findings shared with peers to be reviewed and to expand a knowledge base” (https://my.vanderbilt.edu/sotl/understanding-sotl/a-scholarly-approach-to-teaching/).
This session will highlight the relationship between Boyer’s model and faculty’s own teaching practice by describing a series of year-long workshops developed to support junior faculty’s work. Through these workshops junior faculty made progress toward conducting research, understanding their own practices more completely, and engaging in the scholarship of teaching and learning. Additionally, the scholarship of teaching and learning extends to students through enhanced learning outcomes and better classroom experiences. By appropriately defining the role of the scholarship of teaching and learning and valuing it within faculty’s work, the university has the opportunity to enhance learning across the entire institution.
Chick, N. (2010). Vanderbilt Center for Teaching. Retrieved on November 6, 2017 from,
(https://my.vanderbilt.edu/sotl/understanding-sotl/a-scholarly-approach-to-teaching/).
Keywords
Scholarship of Teaching and Learning, Faculty Research, Promotion and Tenure
Faculty Workshops using the Scholarship of Teaching and Learning (SoTL): Training and Support for Junior Faculty Research
1048
Many institutions are struggling in defining what counts toward the tenure and promotion process, and junior faculty are left frustrated in attempts to adequately prepare for the promotion process. Boyer’s (1997) model has offered a solution to understanding the role of faculty more holistically. Boyer’s work has focused on understanding the differences between faculty’s teaching philosophies and dispositions by proposing that scholarship should have four separate yet overlapping meanings: the scholarship of discovery, the scholarship of integration, the scholarship of application, and the scholarship of teaching. Boyer’s purpose was to highlight teaching, suggesting that high quality teaching is marked by the same habits that are characteristics of other types of scholarly work. It “begins with intellectual curiosity, is conducted deliberately and systematically, is grounded in an analysis of some evidence, and results in findings shared with peers to be reviewed and to expand a knowledge base” (https://my.vanderbilt.edu/sotl/understanding-sotl/a-scholarly-approach-to-teaching/).
This session will highlight the relationship between Boyer’s model and faculty’s own teaching practice by describing a series of year-long workshops developed to support junior faculty’s work. Through these workshops junior faculty made progress toward conducting research, understanding their own practices more completely, and engaging in the scholarship of teaching and learning. Additionally, the scholarship of teaching and learning extends to students through enhanced learning outcomes and better classroom experiences. By appropriately defining the role of the scholarship of teaching and learning and valuing it within faculty’s work, the university has the opportunity to enhance learning across the entire institution.
Chick, N. (2010). Vanderbilt Center for Teaching. Retrieved on November 6, 2017 from,
(https://my.vanderbilt.edu/sotl/understanding-sotl/a-scholarly-approach-to-teaching/).
Comments
Breakout Session B