International Journal for the Scholarship of Teaching and Learning
Volume 1, Number 2, 2007
Return to Current Issues PageEssay About SoTL
Abstract
What is Known about Student Learning Outcomes and How does it relate to the Scholarship of Teaching and Learning?
The purpose of this essay is to provide a broad review of topics relevant to the Scholarship of Teaching and Learning (SoTL). Sources from the international community have been utilized to provide summaries on the issues of assessment of student learning, accountability concerns, learning expectations, student motivation, and approaches to learning. Multiple theories of learning are discussed in relation to memory, cognition, constructionist viewpoint, self-defined reality, schemas, the mindful engagement of student learners, and the interplay of the learning environment and individual student characteristics. Each micro summary can be a potential building point for those new to SoTL as well as for its veterans.
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Patricia A. Marsh, Ph.D.
University of Central Missouri
pmarsh@ucmo.edu
I earned a Ph.D. in Social/Personality Psychology from Kansas State University (Manhattan, KS). During the last 2.5 years in the doctoral program, I worked full-time as the Assistant Director in the Office of Assessment. During that time, the university was undergoing preparations for a focused visit on the assessment of student learning. I wrote and incorporated edits into the self-study report requested by the regional accrediting organization. I have taught in vocational, two-year and university settings. Currently I am an Assistant Professor of Psychology at the University of Central Missouri (UCM). My research examines student learning outcome statements as they relate to learning within psychology, and research in the domain of diversity awareness and knowledge.