The document discusses the relationship between scholarly teaching and the scholarship of teaching and learning (SoTL). It notes that while all faculty should strive for scholarly teaching, not all will engage in SoTL. Several scholars are cited that discuss definitions and distinctions between scholarly teaching and SoTL. Scholarly teaching refers to applying scholarly standards to one's teaching, while SoTL involves systematically reflecting on teaching in a way that can be shared and built upon by other academics. The document also discusses attempts to define SoTL that have struggled due to the diversity of SoTL.

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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”

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“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

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“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)

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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)

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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)

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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)

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(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)

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Richlin “Scholarly Teaching and the Scholarship of Teaching and Learning” (2001)

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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

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Three Foundational Habits of Mind
learning-
centred
inclusive collaborative

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explore engage expand
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Developmental Continuum of Activities

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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!