TEACHING & LEARNING SCHOLARSHIP
The GVSU Scholarship of Teaching Taskforce defines the Scholarship of Teaching and Learning as:
"A scholarship of teaching requires a public account of the act of teaching, components of which can include vision, design, enactment, outcomes, and analyses. This account is such that it can be reviewed critically by various publics, including the teacher's professional peers. It can also be used productively by members of those same communities."
Below are websites that contain a wealth of information to support individual and collective engagement in and dissemination of scholarship into teaching and learning.
Randy Bass of Georgetown University discusses ways to approach finding in one's teaching "a set of problems worth pursuing as an ongoing intellectual focus" parallel with the kinds of problems and questions faculty often pursue in their research. His perspective is practical and his explanations of questions that can drive faculty investigations of their own teaching are clear and concise. Bass was the keynote speaker at the 1997 GVSU Fall Teaching and Learning Conference.
The Australian Scholarship in Teaching Project outlines a model for the scholarship of teaching and contains step-by-step modules faculty can follow to initiate and then disseminate the results of a project investigating their students' learning.
The Carnegie Foundation offers an Annotated Bibliography on the Scholarship of Teaching and Learning which contains citations of articles, books, and web hot links that address definitions, examples, and resources for those interested in learning more about and engaging in scholarship around teaching and learning.
The Journal of Scholarship of Teaching and Learning (JSOTL) offers archives on the web and publishes research articles, essays, and classroom action research reports.
For more information on this or any teaching related topic, please contact the Pew Faculty Teaching and Learning Center (331-3499) or email@example.com
Page last modified August 1, 2012