Using SoTL to Foster a Research Approach to Teaching and Learning in Higher Education

Using SoTL to Foster a Research Approach to Teaching and Learning in Higher Education

Erik Brogt (University of Canterbury, New Zealand), Kerry Shephard (University of Otago, New Zealand), Bernadette Knewstubb (Victoria University of Wellington, New Zealand) and Tracy Leigh Rogers (University of Otago, New Zealand)
DOI: 10.4018/978-1-7998-2212-7.ch008
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This chapter discusses how Scholarship of Teaching and Learning (SoTL) can be used to foster a research approach to teaching and learning and how faculty development that supports colleagues to engage in SoTL can support the development of scholarly faculty. Both the process and the product of SoTL are discussed, conceptualised as different levels of SoTL engagement. The role of the faculty developer in such scholarship is discussed, drawing on Pedagogical Content Knowledge as a framework for engagement in SoTL projects. Last, implications for the work of a faculty developer are drawn and future avenues of research in faculty development proposed.
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Research And Teaching In Universities: Faculty As Scholars

Teaching and research are among the core duties of an academic, and are generally equally weighted (in the traditional 40-40-20 model of research-teaching-service). These duties are often conceptualised as separate, and even competing activities or ways of thinking about academic work. The division implies that teaching and research processes and outcomes are so different that being accomplished at one might have no bearing on being accomplished at the other. The separation leads to a hierarchical value or ranking being placed on teaching and research, where research is often depicted as being more important and of higher status than teaching (e.g., Chalmers, 2018).

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