The Scholarship of Teaching & Learning 09/18/2011
Instead of making Beth and Catrina respond to one another’s reading & thinking posts, I’m just going to do a little rant about The Scholarship of Teaching & Learning. In short, the purpose of assigning these readings was to get you thinking about pedagogy as a scholarly act. Also to introduce the fact you will be designing SoTL projects as the final project (since you are required to do the assessment piece). Boyer’s piece was just to get you thinking about different types of scholarship (always a healthy exercise) and Woodhouse’s piece introduces you to the potential problems associated with SoTL work and it’s acceptance as “real research” in the academy. Blissfully, as a discipline, rhetoric and composition tends to support research about the teaching and learning of writing. Now...the methods used, those are always up for debate (and part of Woodhouse’s point).
As for definitions, folks who talk about the scholarship of teaching and learning generally distinguish between the following:
From a website about scholarly teaching vs. scholarly learning.
From a website about academic round tables.
In short, one of my goals for the class is to help motivate everyone to be “scholarly teachers,” ideally teachers who at least conduct assessment of their own practices without necessarily sharing them. You PhD students, however, you should always be thinking about SoTL work as a mechanism for you continuing to grow as instructors as well as scholars.