Desk with various electronic components

Scholar Module: A Beginning

OntarioExtend’s Scholar Module begins with a review of the Scholarship of Teaching and Learning (SoTL). So what is SoTL?

Here are a few definitions:

  • Randy Bass, in the video Key Characteristics of the Scholarship of Teaching and Learning, describes SoTL as “faculty undertaking systematic inquiry of learning in his or her own classroom” (0:07).
  • Boyer (1990) defined SoTL as “is an emerging movement of scholarly thought and action that draws on the reciprocal relationship between teaching and learning at the post-secondary level” (as cited in What is SoTL?, n.d., para. 1).
  • According to the Journal of Financial Education (2016), “The Scholarship of Teaching and Learning (SoTL) considers teaching as a scholarly endeavor that is worthy of research designed to produce a body of knowledge open to critique and evaluation. SoTL uses reflection, discovery, analysis, and evidence-based procedures to research effective teaching, with the ultimate goal of improving student learning outcomes.” (para. 1).

What is my personal take? I think SoTL is the process of trying out something new in your practice to help students, checking to see if it worked, modifying and trying again if it didn’t, and sharing with others if it did. Rinse, repeat. Is there is terribly simplified take on SoTL? Darn right, skippy, because otherwise I am going to be too chicken to try it. It seems awfully intimidating a thing to try and now I am afraid of amateur work as noted by Nancy Chick (approx. 8:38 minutes) in the Key Characteristics of the Scholarship of Teaching and Learning video. I don’t know what amateur work is but now I am freaked out that anything I try would be considered that and that sounds bad. I am going to research that next and I will be sure the put it in italics whenever I mention it. 

The first exercise asks for three SoTL Characteristics the resonate with me. That part was easy so let’s get that out-of-the-way:

  1. Inquiry – I already have a lot of questions, some of them interesting, some are why and most are what if.
  2. Closing the loop – If I do this in the class, this will happen. Did It? Let’s check, modify and do it again.
  3. Being public about the findings – seem to fit with an Open Educator persona.

There, I have a beginning!

Featured image(I call it “Time to get science-y”): Photo by Nicolas Thomas on Unsplash

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Published by

Irene Stewart

Learning and teaching is my passion; books, coffee and cats are my pleasure. Life is like a 3-D chess game I am playing in my head with the universe. So far, I am winning!

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