This document outlines a workshop on developing scholarship of teaching around career goals. It provides an overview of key concepts in scholarship of teaching such as Boyer's four scholarships and Trigwell's cases of scholarship of teaching. It discusses developing a teaching philosophy statement and scholarship of teaching career plan. Participants are guided through activities to develop their teaching philosophy, identify sources of evidence for their teaching practice, and scope out a scholarship of teaching project over 1-3 years using Glassick's criteria. The document emphasizes building a narrative, using evidence and literature to support teaching approaches, and focusing on the self and individual practice in reflective writing.

1. latrobe.edu.au CRICOS Provider 00115M
Developing the
scholarship of teaching
around your career goals
Research Education & Development
Dr John Hannon
Sharon Croxford
26 November 2018
Level 20, 360 Collins St Melbourne

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First think & write a response by yourselves
then compare your responses with a partner
then share with the group
2
What’s different about university teaching?
What makes university teaching special/different?
What can’t be done elsewhere (in your context)?
How can you best make use of studying/working in a
university?

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Write down 2 things you want from today
3
Workshop expectations
Learning outcomes
1. Distinguish the types of scholarship in higher education
2. Identify sources of evidence that can demonstrate your scholarship of
teaching
3. Apply the values and practices of your profession or discipline to your
scholarship of teaching by reflective writing
4. Develop a teaching philosophy that demonstrates the rationale and
values in your scholarship of teaching
5. Develop & present a career plan that contextualises your teaching
philosophy

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What does it look like?
1. Excellent teacher 2. Scholarly teacher 3. Scholarship of teaching
• clear goals
• well prepared
• effective presenter
• engages students
• aligned assessment
• good student feedback
• reflects on experience
to improve
• engages in systematic
investigation of student
learning
• uses the research
about T&L to improve
own teaching practice
and students’ learning
• results of investigations
become public
• subject to peer review
• research is used by
others (evidence of use
and impact)
•Boyer (1990), Shulman
(1998)
Adapted from: Kreber, C. (2002). Teaching Excellence, Teaching Expertise and the Scholarship of
Teaching. Innovative Higher Education, 27(1), 5-23.
Scholarship

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‘We [in higher education] must move beyond the tired old "teaching versus
research" debate’ Ernest Boyer (1990) Scholarship Reconsidered
Scholarship
There are four “separate, but
overlapping areas of scholarship”:
 scholarship of discovery - research in
a discipline that pursues new
knowledge
 scholarship of application – engaging
with real problems
 scholarship of integration –
connecting knowledge across contexts
& disciplines
 scholarship of teaching – systematic
study of T&L that is shared and
evaluated publicly

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 it should be public,
 susceptible to critical review and evaluation, and
 accessible for exchange and use by other
members of one’s scholarly community.
Shulman, L. 1998. Teacher portfolios: A theoretical activity. In N. Lyons
(Ed.), With portfolio in hand: Validating the new teacher
professionalism (pp. 23-37). New York: Teachers College Press
What does scholarship of teaching look like?
‘For an activity to be designated as scholarship:

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Trigwell (2012) Scholarship of Teaching &
Learning, Chapter 15.
Case 1: Trialling a new approach to engaging students
Outcome: new approach written as teaching tip
Case 2: Researching explanations for poor student
performance
Case 3: Constructive alignment
Case 4: Literature review to inform large-class
teaching
Case 5: The experience of learning
Scholarship of teaching: leading change
Activity: Demonstrating scholarship –
How are your SoLT activities similar or different to Trigwell’s cases?

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Key concepts for researchers in the scholarship of teaching
1. Reflective practice: Schön’s Reflective Practitioner
2. Constructive alignment: Biggs’ framework for aligning learning activities
3. Student approaches to learning: surface and deep approaches to
learning (phenomenographic studies)
4. Scholarship of teaching: Boyer’s 4 scholarships
5. Assessment-driven learning: Assessment for (not of) learning
Peter Kandlbinder, (2013) Signature concepts of key researchers in higher education teaching and
learning. Teaching in Higher Education 18:1, pages 1-12.
Activity: Demonstrating scholarship –
Do your activities include any ‘key concepts’ of SoT?
Scholarship of teaching: potential impact

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Educational theories
Activity: What engagement do you have with educational
theory?

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Paradigms or distinct worldviews on knowledge
Mackenzie, N. & Knipe, S. (2006). Research dilemmas: Paradigms,
methods and methodology. http://www.iier.org.au/iier16/mackenzie.html

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Paradigms or distinct worldviews on knowledge
Mackenzie, N. & Knipe, S. (2006). Research dilemmas: Paradigms,
methods and methodology. http://www.iier.org.au/iier16/mackenzie.html

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Educational theories: Approaches to how people learn
Jones, C. (2015) Theories of Learning in the Digital Age. In C. Jones, Networked Learning,
Research in Networked Learning, Springer International Publishing
Approaches Learning is Theories Thinkers Implications
Associative
learning
INDIVIDUAL
BEHAVIOUR
modifying behaviour:
associating concepts,
conditioned response
Behaviourism Skinner Knowledge is
transferred.
Instructional design
Constructivist
learning
INDIVIDUAL
TASK-ORIENTED
mental activity/
information processing:
exploring the world and
constructing knowledge
by integrating concepts,
building mental models
Cognitivism,
constructivism
Gagné,
Piaget,
Papert,
Biggs
Knowledge is
constructed.
Builds on prior
concepts,
metacognition &
reflection
Social/
situated
learning
CONTEXTUAL
Situated,
participation in a socio-
cultural context,
experiencing the world,
cognitive apprenticeship
Phenomeno-
graphy,
Communities
of practice
Marton,
Vygotsky,
Laurillard,
Lave &
Wenger
Knowledge is
socially constructed.
Peer learning,
problem-solving,
Prof Development
Experiential
learning /
pragmatic
ACTION-FOCUS
Experiential,
understanding the world
through inquiry and
problem-solving
Case study
research
Action
research
Dewey,
Patton,
Stake,
Kemmis
Knowledge through
action and inquiry,
authentic learning,
evaluation research

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What does your scholarship of teaching look like?
Your Scholarship of Teaching
1. Revisit one of your examples of
teaching scholarship related to your
practice
2. Identify sources of evidence to find
data for improvement
3. Build your activity into a project that
scopes the scale of evidence
4. Stage your project over 1-3 years
using Glassick’s criteria

14. 14La Trobe University
Feedback from students To be informed by research and
literature from SoT
From reflection on teaching
practice
From peers, colleagues &
institution
Brookfield, S. (1995). Becoming a Critically ReflectiveTeacher. San Francisco, Jossey Bass.
What does your scholarship of teaching look like?
Sources of evidence to find data for improvement

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Build your activity into
a project that draws on
evidence from one or
more of:
1. Individual practices
2. Department/School/Institution
3. Discipline/professional community
4. Cross-disciplinary
What does your scholarship of teaching look like?
Scale of your SoT activity

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Your Scholarship of Teaching career plan
What does your scholarship of teaching look like?
Glassick, C.E., Huber, M.T., & Maeroff, G. (1997). Scholarship Assessed: Evaluation of the Professoriate.
Criteria (Glassick et al 1997)
Clear goals Write goals staged over 2-3 years
Adequate preparation Identify literature to link theory to practice
Appropriate methods Identify sources of evidence & data gathering
Significant results Make case for impact and relevance of plan
Effective presentation Form of outputs and intended audience
Reflective critique Impact on teaching practice - your own,
colleagues, department/School

17. 17La Trobe University
What does your scholarship of teaching look like?
Your Scholarship of Teaching
1. Revisit one of your examples of
teaching scholarship related to your
practice
2. Identify sources of evidence to find
data for improvement
3. Build your activity into a project that
scopes the scale of evidence
4. Stage your project over 1-3 years
using Glassick’s criteria
Feedback
• from students
• from literature
• from reflective practice
• from peers & colleagues
• individual
• Department/School
• Discipline
• Cross-discipline
Criteria for SoT project
• Clear Goals
• Adequate preparation
• Appropriate methods
• Significant results
• Effective presentation
• Reflective critique
Glassick et al. (1997)

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Landmark, 2004
Charles Robb
LUNCH
Drunken Alcibiades interrupting the Symposium.
https://commons.wikimedia.org/wiki/File:TestaAlcibiades.jpg
Public Domain
Pause

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Carr and Kemmis provide a classic definition of action research:
Action research is simply a form of self-reflective enquiry undertaken by
participants in social situations in order to improve the rationality and
justice of their own practices, their understanding of these practices,
and the situations in which the practices are carried out.’ (p. 162)
Carr, W. and Kemmis, S. (1986). Becoming Critical: Education, Knowledge
and Action Research. Basingstoke: Falmer Press
Action Research

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Action Research

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Action Research

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Reflective first person
Fyffe, J. (2018) Getting comfortable with being uncomfortable: a narrative account of becomin
academic developer, International Journal for Academic Development

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Reflective first person
In adding my voice to discussions in the field, I

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Participant researcher
Mann, S. (2003) A personal inquiry into an experience of adult learning on-line.
Instructional Science 31: 111–125

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Participant researcher

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SoLT activity and projects
 are used to shape academic practice
 demonstrate the communal basis of scholarly activity
 are public rather than private activity
 are open to critique and evaluation by others
Scholarship of learning & teaching, UTS. https://www.uts.edu.au/research-and-
teaching/learning-and-teaching/scholarship-and-research/scholarship-learning-and
SoLT: Being a scholar, doing scholarship

27. 27La Trobe University
What does the university expect of me?
Minimum standards for academic levels (MSALs) Australian University
Teaching Criteria & Standards, Office of Learning & Teaching.
http://uniteachingcriteria.edu.au/framework/about/use/guidelines-individuals/
SoLT: Who am I? What activities count?
What counts as evidence of scholarship?
There are three tiers of evidence:
1. Independently peer-reviewed outputs or other independent measures of
quality and impact
2. Academic preparation and ongoing professional development
3. Feedback, evaluations and assessments from students, graduates,
colleagues, managers, external partners, etc.
The most highly regarded evidence is that in the first tier, of independently
peer-reviewed outputs or other independent measures of quality and impact.
Academic Promotions Evidence Matrix – Teaching. La Trobe

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 explains your philosophy of educational practice, including your
principles and values, and what you try to do to encourage learning
 provides a rationale for your practice and outlines its theoretical
underpinnings
 outlines what you understand by excellent teaching and discusses
your view of students and their learning
 addresses the role of evaluation, professional development and
how you disseminate your ideas about teaching.
The HERDSA Fellowship Scheme: Handbook”, HERDSA, 2014. P. 6.
http://www.herdsa.org.au/publications/publications/herdsa-fellowship-handbook
Your teaching philosophy statement:

29. 29La Trobe University
Underlying questions:
What is significant about your teaching approach?
How do your students learn?
Your teaching philosophy statement
ACTIVITY:
1. Share a story of effective
teaching and learning in a
particular discipline/institutional
context.
2. Relate this story to how you
came to your discipline – what
are your key values/what do
you care about?
Your philosophy of teaching statement:
 Is “a systematic and critical rationale that focuses on the important
components defining effective teaching and learning in a particular
discipline and/or institutional context” (Schönwetter et al 2002)

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HERDSA TEACHING PHILOSOPHY GUIDELINES:
1. Provide enough information
about your teaching context.
2. Outline what you understand to
be excellent teaching and
discusses his/her view of
students and their learning.
3. There is an expectation that you
will include references to the
literature that support your
principles and values
4. Evaluation: how do you know
your approach works?
Components of a teaching philosophy
1. The programs in my school all used
an experiential methodology and
they incorporated lectures, tutorials,
and practical work in a range of
outdoor environments across
Australia. In 2010, there were
approximately 220 students enrolled
in a suite of six undergraduate
programs, and …

31. 31La Trobe University
1. Provide enough information
about your teaching context.
2. Outline what you understand to
be excellent teaching and
discusses your view of students
and their learning.
3. There is an expectation that you
will include references to the
literature that support your
principles and values
4. Evaluation: how do you know
your approach works?
Components of a teaching philosophy
2. My desire to actively engage
students in their own learning is
indicative of the fact that I believe in
a student centred approach to
teaching. Therefore, they are
empowered to take responsibility for
their own learning by preparing and
presenting analyses of specific
readings to begin class discussions
and working together on online
projects.
HERDSA TEACHING PHILOSOPHY GUIDELINES:

32. 32La Trobe University
1. Provide enough information
about your teaching context.
2. Outline what you understand to
be excellent teaching and
discusses your view of students
and their learning.
3. There is an expectation that you
will include references to the
literature that support your
principles and values
4. Evaluation: how do you know
your approach works?
Components of a teaching philosophy
Evaluations of my teaching, indicate
that I have been successful in helping
students/participants to learn how to
learn, engage with ideas more
deeply, and solve … I have found it
helpful to use a metacognitive
approach in my teaching which
means my students and I take a
‘bird’s eye’ view to examine how we
are learning and thinking. This is a
key element of Weimer’s (2002)
learner-centered approach in higher
education.
HERDSA TEACHING PHILOSOPHY GUIDELINES:

33. 33La Trobe University
Writing reflectively: HERDSA Guidelines
BUILD A NARRATIVE: Tell ‘your’ story.
 Use personal, positive language.
 Avoid reference to programs and groups: refer to your own work or
contribution.
 Use first person – the self should be front and centre.
CLAIMS & EVIDENCE: Tell the reader what ‘you’ did
 Focus on what you did and it’s impact on student learning.
 Take ownership of ideas in your practice
LITERATURE on SoLT
 Draw on the 5 Key Concepts of SoLT to develop your rationale

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Building your teaching philosophy
Activity: Rewrite your story as a draft teaching philosophy
1. Provide details about your
teaching context.
2. Outline your view on excellent
teaching and of students and
their learning.
3. Use literature to support your
principles and values
4. Evaluation: how do you know
your approach works?
Where, when, what, who & how
What is the significance of your
teaching approach
How does this contribute to your
discipline/department?
What thinkers/thinking does your
approach draw on?
What evidence can you draw on to
make claims about your practice?

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HOMEWORK Activity 1: Revise your teaching philosophy – 500 wds
Review your draft against
1. HERDSA Guidelines for building a narrative; claims & evidence
2. Example teaching philosophy statements, eg Univ of Calgary
Reviewing your teaching philosophy
HOMEWORK Activity 2: Review your SoT career plan using
 Glassick’s criteria: Goals; literature; methods, results, reflection
 La Trobe’s Individual Research Plan (IRP)Template
For feedback, send to J.Hannon@latrobe.edu.au

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Teaching Scholars, La Trobe: https://www.latrobe.edu.au/ltlt/teaching/teaching-scholars
Scholarship of learning & teaching, UTS
The HERDSA Fellowship Scheme Handbook (2014), HERDSA, p. 6.
http://www.herdsa.org.au/publications/publications/herdsa-fellowship-handbook
Scholarship of teaching and learning, Working paper on the Diversity of Academic Roles 2007,
University of Queensland. www.uq.edu.au/teaching-learning/docs/Scholarship-of-teaching-learning.doc
Teaching philosophy examples, University of Calgary
Resources
Biggs, J. and Tang, C. (2011). Teaching according to how students learn, (Chapter 2). In J. Biggs & C Tang,
Teaching for Quality Learning at University, SHRE & Open University Press. Ebook Library
Schönwetter, D.J., Sokal, L., Friesen M., & Taylor, K. L. (2002). Teaching philosophies reconsidered: a
conceptual model for the development and evaluation of teaching philosophy statements. The
International Journal for Academic Development, 7:1, 83-97.
Trigwell, K. (2012) Scholarship of Teaching and Learning. In Lynne Hunt and Denise Chalmers, D.,
University Teaching in Focus: A learning-centred approach (pp. 253-267). Taylor and Francis,
Hoboken
Resources: Scholarship of learning & teaching

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Educational theories: Approaches to how people learn
Practical examples
Specific models & theories, JISC. https://www.jisc.ac.uk/guides/curriculum-design-and-
support-for-online-learning/models-and-theories
References
Jones, C. (2015) Theories of Learning in the Digital Age. In C. Jones, Networked Learning,
Research in Networked Learning, Springer International Publishing
Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed methods
approaches. (2nd ed.) Thousand Oaks: Sage.
Conole, G. (2013) Designing for Learning in an Open World. Springer
Mackenzie, N. & Knipe, S. (2006). Research dilemmas: Paradigms, methods and
methodology. http://www.iier.org.au/iier16/mackenzie.html

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Landmark, 2004
Charles Robb
John Hannon, Snr Lecturer, RED,
Honorary, La Trobe University. E:
j.hannon@latrobe.edu.au