Scholarship of Teaching
The University Standing Committee on the Evaluation of Teaching defines the scholarship of teaching as follows: The scholarship of teaching and learning is creative sharing of disciplinary knowledge and enhancing of student learning that is peer-assessed; communicated outside the traditional teacher/student interaction; and reflectively critiqued.
The Scholarship of Teaching and Learning is relevant to the first two realms of faculty responsibility: (1) Teaching and Mentoring of Undergraduate and Graduate Students; and (2) Discovery of Knowledge through Discipline-Guided Inquiry. The scholarship of teaching and learning (SoTL) is a systematic study of teaching and learning that is documented in a public forum and is available for peer review. The goals of SoTL are to enhance student learning and to improve instructional practices in higher education. The scholarship of teaching and learning is distinguishable from scholarly teaching. Scholarly teaching requires knowledge of content and appropriate pedagogy to teach a particular content. All teaching faculty are obligated to be scholarly teachers.
Evidence to document SoTL may take multiple forms, but all methods used should be in a format that can be peer reviewed. Examples of SoTL include teaching portfolios, peer reviewed publications in journals that are discipline specific or in more general journals about teaching and learning in higher education, and teaching commentaries in other publications. Teaching portfolios used to document SoTL should include analyses of the effectiveness of teaching.
The University Standing Committee on the Evaluation of Teaching defines the scholarship of teaching as follows: The scholarship of teaching and learning is creative sharing of disciplinary knowledge and enhancing of student learning that is peer-assessed; communicated outside the traditional teacher/student interaction; and reflectively critiqued.
The Scholarship of Teaching and Learning is relevant to the first two realms of faculty responsibility: (1) Teaching and Mentoring of Undergraduate and Graduate Students; and (2) Discovery of Knowledge through Discipline-Guided Inquiry. The scholarship of teaching and learning (SoTL) is a systematic study of teaching and learning that is documented in a public forum and is available for peer review. The goals of SoTL are to enhance student learning and to improve instructional practices in higher education. The scholarship of teaching and learning is distinguishable from scholarly teaching. Scholarly teaching requires knowledge of content and appropriate pedagogy to teach a particular content. All teaching faculty are obligated to be scholarly teachers.
Evidence to document SoTL may take multiple forms, but all methods used should be in a format that can be peer reviewed. Examples of SoTL include teaching portfolios, peer reviewed publications in journals that are discipline specific or in more general journals about teaching and learning in higher education, and teaching commentaries in other publications. Teaching portfolios used to document SoTL should include analyses of the effectiveness of teaching.
