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Scholarly Teaching to SoTL: Exploring the Shared "S"

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Symposium 2017 Keynote - Dr. Nancy Chick,
University Chair in Teaching and Learning, University of Calgary

Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education

The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.

When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada

Published in: Education
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Scholarly Teaching to SoTL: Exploring the Shared "S"

  1. 1. 11/10/17 1 Nancy Chick Taylor Institute for Teaching and Learning, University of Calgary Scholarly Teaching to SoTL: Exploring the Shared “S” Nancy Chick Taylor Institute for Teaching and Learning, University of Calgary Scholarly Teaching to SoTL: Exploring the Shared “S” ^with “Should”
  2. 2. 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 Analysing Scholarly 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
  3. 3. 11/10/17 3 “Unfortunately, the concept of a scholarship of teaching has become mixed up with the act of teaching itself.” emphasis added Richlin “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 added Shulman “Lamarck’s Revenge: Teaching Among the Scholarships” (2004)
  4. 4. 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)
  5. 5. 11/10/17 5
  6. 6. 11/10/17 6 ü fruit ü round ü fist-sized ü good juiced ü warm color ü grow in orchards on flowering trees ü 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)
  7. 7. 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 added Booth & Woollacott “On the Constitution of SoTL: Its Domains and Contexts” (2017) “Attempts to define SoTL flounder when faced with its diversity. (Antman & Olsson, 2007)
  8. 8. 11/10/17 8 (Antman & Olsson, 2007) knowing,understanding,philosophy doing, action, practice Richlin & Cox “Developing Scholarly Teaching and the Scholarship of Teaching and Learning through Faculty Learning Communities” (2004)
  9. 9. 11/10/17 9 Richlin “Scholarly Teaching and the Scholarship of Teaching and Learning” (2001)
  10. 10. 11/10/17 10 Natasha Kenny: landscp arch (ED) Carol Berenson: sociology Nancy Chick: literature (SoTL) Carol Johnson: education David Keegan: medicine Emma Read: vet medicine Leslie Reid: geoscience Developmental Framework for Teaching Expertise Five Facets of Teaching Expertise Teaching & Supporting Learning Professional Learning & Development Research, Scholarship, & Inquiry Mentorship Educational Leadership
  11. 11. 11/10/17 11 Three Foundational Habits of Mind learning- centred inclusive collaborative
  12. 12. 11/10/17 12 explore engage expand § . . . . § . . . . § . . . . § . . . . § . . . . § . . . . § . . . . § . . . . § . . . . § . . . . § . . . . § . . . . § . . . . § . . . . § . . . . § . . . . § . . . . § . . . . Developmental Continuum of Activities
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  16. 16. 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!

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