Leading the Charge for SoTL – Embracing Collaboration
The scholarship of teaching and learning (SoTL) enables colleges and universities to assess student learning and measure the outcomes by engaging in meaningful research, and to disseminate this research. The objective of this paper is to give a snapshot of and assess the current thinking behind this scholarship by presenting examples of SoTL, and to provide insights into the measurement of SoTL research by faculty members. By presenting a carefully crafted research agenda in SoTL, colleges and universities can disseminate this research as a means of providing useful assessments of student learning and measurements of relevant outcomes.
Any educational operation can be deemed inefficient whenever faculty capacity goes unused, when policies dictate more restrictions than necessary to accomplish the work at hand, and when drivers at the decision-making wheel emphasize outdated and inefficient methods or models instead of serving faculty and student needs. Knowing what to look for is important, since there is usually warning signs of inefficiency that can also point to opportunities for cost savings and productivity increase. The objective of this paper is to describe how a cross-disciplinary program promoting the scholarship of teaching and learning at colleges can provide value and richness. The division of this paper is as follows: Section 1 provides an overview of past and present practices; Section 2 provides a review of the literature addressing the promotion of cross-disciplinary research and its benefits; Section 3 provides examples of cross-disciplinary discourse in scholarly of teaching and learning activities; Section 4 provides measurement issues in SoTL research; and Section 5 concludes the paper with questions about the future of SoTL
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