Teaching As Scholarship

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Teaching As Scholarship

• Orlando L. Taylor
• Howard University
• otaylor_at_howard.edu

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Traditional Types of Scholarship, Boyer, 1990

• Scholarship of DiscoveryExpanding the Frontiers
  of Knowledge. Investigation
• Scholarship of IntegrationPlacing Knowledge Into
  Context Across the Disciplines. Synthesis
• Scholarship of ApplicationUsing Knowledge to
  Advance Society and Solve problems. Engagement

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Advancing Teaching as Scholarship, Boyer, 1990

• Scholarship of TeachingPlanning, Examining and
  Refining Knowledge to Enhance Learning by Others.
  Transformation and Extension

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Teaching Reform Efforts in Undergraduate Education

• Experiential Learning and Reflection Are
  Desirable
• Meaning Is Socially ConstructedKnowledge is
  Culturally Centered
• Learning Should Be Connected, Relational
  Constructed
• Learning Occurs In and Out of Classrooms
• Sensitivity Is on WHO Is In Classroom
• Teacher Is As Much Facilitator As Sage
• Reflection Is Central to Learning
• Teaching Can Be a Scholarly Activity

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Some Guiding Principles

• Teaching Is An Ethical Act
• Teaching Must Be Transformed from a Private
  Activity to a Public Generalizable Event
• Teaching Learning Can Be Advanced Through
  Documentation, Analysis, Reflection and Sharing
• Documentation and Assessment of Teaching Can Be a
  Scholarly Activity

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Scholarly Teaching

• Act of Systematically Collecting and Using Data
  to Inform Oneself on The Effectiveness of
  Teaching As Related to Student Learning. Utilizes
  Reflection, Assessment, Course Re-design,
  Collaboration with Collegial Consultations, etc.

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Scholarship of Teaching and Learning

• Systematic Study of Teaching/Learning and the
  Public Sharing and Review of Such Work Through
  Presentations or Publications, Sometimes Through
  Peer Review Processes. Focus on Innovation,
  Documentation, Replication and Generalizability.

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Some Key SoTL Concepts and Models

• Learning CommunitiesLinked Classes Around
  Interdisciplinary Themes with Common Student
  Cohort
• Teaching CirclesFaculty Working on Specific
  Issues or Concerns
• Cooperative Problem Based Learning

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Learning Communities

• Classes Linked or Clustered During an Academic
  Term, Often an Interdisciplinary Theme and With a
  Common Cohort of Students, Frequently 1st Year
  Students
• Three General Types of Structures
• Regular, Non-Coordinated Classes, But With an
  Integrative Seminar
• Linked Courses/Course Clusters
• Coordinated Study

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More About Learning Communities

• Some Minimal Requirements
• Institutional Impetus for Change
• Administrative Support
• Academic/Student Affairs Leadership Team
• Shared Vision Comprehensive View
• Strategic Plan Yearly Planning Calendar
• Faculty, Student and Staff Involvement
• Evaluation and Assessment Plan
• Budget and Space
• Incentives and Rewards

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Teaching/Learning Strategies in Learning
Communities (Samples)

• Service Learning
• Collaborative and Cooperative Learning
• Peer Teaching
• Discussion Groups and Seminars
• Experiential Learning
• Laboratories and Field Trips
• Problem Based Learning

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Teaching Circles

• Small Groups of Faculty Working Together on
  Specific Issues of Teaching and Learning
• Designed to Enhance Collaboration,
  Professionalism, Scholarship and a Sense of
  Community on Teaching and Learning
• May Address Any Relevant Topic or Problem
• Facilitated By Institutional Incentives Rewards
• Enhanced By Interdisciplinarity
• Should Be Faculty Driven

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Cooperative and Problem Based Learning (PBL)

• Focuses on Getting Students to Think and How to
  Learn to Learn."
• Organizes Students to Work Cooperatively in
  Groups to Seek Solutions to Real World Problems.
• Problems Used to Engage Student Curiosity and to
  Initiate Learning of Subject Matter.
• Prepares Students to Think Critically and
  Analytically, and to Discover Appropriate
  Learning Resources
• Students Provided Guidelines for Solutions
• Followed by Performance Based Assessment
• See http//www.udel.edu/pbl/

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Learning Outcomes Assessment

• How does this program, policy, practice, class,
  teaching strategy, etc. improve or expand student
  learning? How do we (you) know?

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Learning Outcomes Assessment General Principles

• Essential in the Teaching/Learning Process
• Distinguished From Evaluation
• Linked to Observable, Realistic and Measurable
  Objectives
• Should Be Systematic and Over Time
• Group and Individual Effectiveness
• May Employ a Variety of Strategies to Determine
  Level of Knowledge, Skills or Attitudes
• Should Inform Future Teaching Activity

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Sample SoTL Leaders

• Leaders
• Lee Shulman
• Pat Hutchings
• Mary Huber
• Barbara Cambridge
• Brian Coppola (Chemistry)
• Craig Nelson (Biology)

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Key SoTL Initiatives Organizations

• Carnegie Academy for the Scholarship of Teaching
  and Learning (CASTL) http//www.carnegiefoundation
  .org/CASTL
• Building Engagement and Attainment of Minority
  Students (BEAMS) http//www.aahe.org/DRAFT/beamsca
  mpuses.htm
• National Learning Community Project
  http//learningcommons.evergreen.edu
• Professional and Organizational Development in
  Higher Education (POD)
• http//www.podnetwork.org

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Important Books Resources

• Scholarship Reconsidered, Boyer
• Scholarship Reassessed, Boyer
• Teaching as Community Property Essays on Higher
  Education, Shulman
• The Wisdom of Practice Essays on Teaching,
  Learning, and Learning to Teach, Shulman
• Balancing Acts The Scholarship of Teaching and
  Learning in Academic Careers, Huber
• Disciplinary Styles in the Scholarship of
  Teaching and Learning Exploring Common Ground,
  Huber and Morreale
• NC State Internet Sources on Assessment
• http//www2.acs.ncsu.edu/UPA/assmt/resource.htm

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Important Journals

• Journal of the Scholarship of Teaching and
  Learning
• Journal of Active Learning
• Journal of Student Centered Learning
  
• Change (AAHE)