CALS P&T Workshop – April 23, 2015 College of Agriculture and Life Sciences Scholarship of Teaching and Learning Steven A. Freeman

April 2015SoTL – 2 Importance of SoTL  How do we know that our students are meeting our desired outcomes and truly learning the material?  Accountability  Student outcomes assessment  Accreditation requirements  Legitimatizing intellectual inquiry of student learning  Emphasizes the importance of the teaching responsibilities of faculty members

April 2015SoTL – 3 Scholarly Teaching  Focuses on student learning and “is well grounded in the sources appropriate to the field”  Lee Shulman, President Carnegie Foundation for the Advancement of Teaching

April 2015SoTL – 4 Scholarship of Teaching and Learning  Occurs when “our work as teachers becomes public, peer-reviewed and critiqued, and exchanged with other members of our professional communities so they, in turn, can build on our work. These are qualities of all scholarship.”  Lee Shulman, President Carnegie Foundation for the Advancement of Teaching

April 2015SoTL – 5 ISU Policies  Promotion and Tenure policies based on Boyer’s expanded definition of scholarship  Scholarship of Discovery (research)  Scholarship of Teaching  Scholarship of Outreach/Professional Practice

April 2015SoTL – 6 ISU Assumptions  Every faculty member should be involved in scholarly teaching  Faculty that choose to do SoTL should have this form of scholarship valued the same as disciplinary scholarship  SoTL should not displace scholarly teaching in the faculty review process

April 2015SoTL – 7 Disciplinary Inquiry  Some faculty study how students learn (e.g., SoE, psychology)  Additional faculty study how to teach their discipline to K-12 students  Studying how undergraduates learn is up to those of us in each of the disciplines