International Journal for the Scholarship of Teaching and Learning
Volume 3, Number 1, January 2009
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to current issues pageResearch Article
Excerpt
The Role of Scholarship of Teaching in Faculty Development:
Exploring an Inquiry-based Model
This paper describes a study in which professors explored and
refined their perspectives about pedagogy and university teaching. Results
show that collaborative, inquiry-based faculty development influenced
their growth as effective educators. More frequent feedback from students
and colleagues was seen as a major factor in helping professors improve,
while a sustained focus on professional inquiry was seen to contribute
to professors’ deeper understanding of the intricacies and complexities
of effective university teaching.
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Full ArticleBio
Pamela Adams
University of Lethbridge
Lethbridge, Alberta, Canada
adams@uleth.ca
I began teaching undergraduate and graduate courses at the University of Lethbridge while completing a Masters’ degree on teaching effectiveness in tertiary classrooms. In 2006, I earned a Ph.D. in leadership in adult and higher education. I have served as University of Lethbridge’s first School Improvement Coordinator, was appointed the first Teaching Fellow in the University’s Centre for the Advancement of Excellence in Teaching and Learning, and am presently the University of Lethbridge Faculty of Education’s Assistant Dean of Field Experiences. My publications and research focus on Faculty Development and Post Secondary Teaching Effectiveness, School Improvement, Action Research/Collaborative Inquiry, Leadership, and Learning Communities. I am presently involved in a four-year study entitled Transforming Tertiary Teaching: An Investigation of Teaching Effectiveness and Pedagogical Growth.