The Role of SoTL in the Academy: Upon the 25th Anniversary of Boyer's "Scholarship Reconsidered"

Autor/inn/en	Kern, Beth; Mettetal, Gwendolyn; Dixson, Marcia D.; Morgan, Robin K.
Titel	The Role of SoTL in the Academy: Upon the 25th Anniversary of Boyer's "Scholarship Reconsidered"
Quelle	In: Journal of the Scholarship of Teaching and Learning, 15 (2015) 3, S.1-14 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Definitions; Taxonomy; Scholarship; Models; Learning Activities; Role Perception; Campuses; Teaching Methods; Learning Strategies; Learning Processes; Educational Practices; Instructional Effectiveness; Knowledge Management + Suchen Sie Ihr Suchwort? Begriffsbestimmung; Taxonomie; Scholarships; Stipendium; Analogiemodell; Lernaktivität; Role conception; Rollenverständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning process; Lernprozess; Bildungspraxis; Unterrichtserfolg; Wissensmanagement
Abstract	In this essay, we explore definitions and taxonomies of the Scholarship of Teaching and Learning (SoTL) and present a model of the Dimensions of Activities Related to Teaching (DART) which provides a context for SoTL along two dimensions: public/private and systematic/informal. The four quadrants: practice of teaching, sharing about teaching, scholarly teaching and, finally, scholarship of teaching and learning, provide academics with a conceptual model to distinguish various approaches to the teaching process from research into that process. We explore the relationship of SoTL to the Boyer model of scholarship, to teaching excellence, and to scholarship, ending with an argument for the importance of SoTL to the Academy. (As Provided).
Anmerkungen	Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01