1. Scholarly teaching involves basing one's teaching on best practices and current research evidence, critically reflecting on one's own teaching, and engaging in activities like consulting literature, systematically observing teaching outcomes, and obtaining peer feedback. 2. There are three main types of scholarship - discovery of new knowledge, integration of ideas across disciplines, and application of knowledge to solve real-world problems. Scholarly teaching incorporates elements of all three. 3. Evidence of scholarly teaching may include course development, redesign, teaching observations, projects, and portfolios. Evaluation criteria focus on clear goals, preparation, effective teaching methods, modification based on feedback, and reflection.

1. Rajesh Kumar Sharma
Assistant Professor
Himalayan College of Nursing
Swami Rama Himalayan University, Dehradun

2. One can be a Teacher

3. Good/Excellent Teaching
Seven principles for good practice include:
- Chickering and Gamson‘s (1987)
1 Contact between faculty and students
2 Cooperation among students
3 The use of active learning techniques
4 Prompt feedback
5 Time spent on task
6 High expectations
7 Respect for diverse ways of learning

4. Good/Excellent
Teacher

5. Scholarly
Making Use of Knowledge
Scholarship
Producing the knowledge

7. “Scholarly” Teacher
• Basing one’s teaching on best practices, and
state-of the-art knowledge and skills(EBNE)
• Critically appraise others’ & own situation
• It is closely related to reflective practices
Teacher/Excellent
Teacher
Scholarly
Teacher
Boyer 1990; Glassick 1997

8. Scholar Teaching
Consulting the literature,
Selecting and applying appropriate
information to guide the teaching and
learning experience,
Conducting systematic observations,
Analyzing the outcomes,
Obtaining peer evaluation of classroom
performance
Richlin, 2001 & McKinney, 2007

9. Benefits of Scholarly Teaching
• Training, growth, and development in the area
of teaching and learning in nursing.
• Support and provide evidence of teaching
effectiveness in tenure and promotion
portfolios.
• Improve graduate students’ career prospects

10. Purpose of Scholarly Teaching
The purpose of scholarly teaching is to
affect and Improve the activity of teaching
and the resulting maximum learning.
(Richlin & Cox, 2004, p.127).

11. Scholarship in Teaching
Work on teaching that is public, is
critically peer reviewed and evaluated, and
used and on by colleagues.

12. A Teaching Hierarchy: Where are YOU?
SoTL
Going Through Motions
Good Teaching
Scholarly Teaching

13. The scholarship of teaching has two main
components.
1. Use of creativity to develop original materials
… that can be used beyond the boundaries of an
individual instructor.
2. The second component, a systematic
evaluation of teaching and learning, can
involve both informal and traditional research
on teaching and learning, or curriculum related
issues.
Both research approaches require in-depth
understanding of the literature, critical reflection, and
sharing through publication (Allen & Field, 2005, p.1).

14. Scholarship in Teaching
• Tangible Product, such as journal article, a
book, a presentation, or an endurable educational
product.
• Of new knowledge or its presentation
• That was peer reviewed and
• Publicly disseminated
………can learn from, build upon
Diamond: the disciplines speak: rewarding the scholarly Professional and creative work of
faculty, 1995.

15. 4….3 Types of Scholarship
• Discovery new knowledge of discipline,
original research;
• Integration synthesizing a topic, linking
disciplines;
• Application applying knowledge to
consequential problems;
• Teaching
Boyer, 1990 & Fincher, 2006

16. Scholarship of Discovery
• Obtain new knowledge within a discipline
• Exploring systematically the frontiers of
knowledge…..original research
E.g.
- Case specificity v/s Question within case
specificity (Norman et al)
http://www.ncbi.nlm.nih.gov/pubmed/16836533

17. Scholarship of integration
• Synthesizing, making connections among
discoveries, within and across disciplines and
their boundaries
• Drawing together, providing new insights
about original research; placing into a broader
context
E.g. Measuring professionalism: Factors affecting
nurses performance ( Awases et al)

18. Scholarship of application
• Applying knowledge to solve consequential,
important problems; practical problems
provide the stimulus for research &
development
• Bridging theory and practice

19. Discovery-Integration-Application
D
IA

20. 3 Types of Scholarship
• Discovery
• Integration
• Application
• Teaching
Boyer, 1990 & Fincher, 2006

21. The Big
Picture Check the
literature
Implement
(& Publish)
Ask the
Question
Design a study
Collect Data
Scrutinize
Teaching
and Learning

22. Scholarly Teaching
Teaching
Teaching Excellent Teaching
Scholarship of Teaching
Discovery Integration Application
Fincher & Work, Med. Ed., 2006

23. Scholarly Teaching
Teaching
Teaching Excellent Teaching
Scholarship of Teaching
Discovery Integration Application
Fincher & Work, Med. Ed., 2006

24. Evidence of scholarly teaching
It could include:
Course development,
Course redesign,
Observation of teaching,
Teaching projects,
Teaching portfolios or course portfolios.
Student and peer evaluations provide
additional information on teaching practices and
student perceptions of learning.

25. Evaluation of scholarly teaching
Criteria for evaluating scholarly teaching could include:
 Evidence of clear goals,
 Adequate preparation,
 Appropriate choice of methods,
 Effective use of methods,
 Modifications of plans and procedures to meet
changing circumstances, demonstration of significant
results,
 Effective presentation when teaching, and reflective
critique of performance.

26. Session Summary
So, Scholarly Teaching is not teaching with
traditional based. It is a question that why I
am using particular method with justification.
- It is driven by a desire to understand how
students learn effectively and how teaching
influences this process

27. Lets Begin……..
Scholarly Teaching