International Journal for the Scholarship of Teaching and Learning
Volume 5, Number 1, January 2011
Return to current issues pageEssay About SoTL
Excerpt
The Relationship between Scholarly Teaching and SoTL: Models, Distinctions, and Clarifications
We examine, through conceptual analysis and investigation of the available literature,
some commonly assumed models of the relationship between SoTL and scholarly teaching, demonstrate how those models fare against the conceptual and empirical evidence, and propose an alternative that better represents the concepts involved. Both our definitions and the model we choose to represent their relationship impact our decisions regarding policies, programs, and resources. If the assumptions behind these practices are not warranted, our reflexive...
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Michael K. Potter University of Windsor
Windsor, Ontario, Canada
pottermk@uwindsor.ca
I am a Teaching and Learning Specialist in the Centre for Teaching and Learning, University of Windsor - where I administer the University Teaching Certificate (UTC) Program - and Chair of the Council of Ontario Educational Developers (COED). Educated as a philosopher and moral psychologist, my present research focuses on affective learning, constructive alignment, and applications of pragmatist and anarchist philosophy to education. I am the co-author of Leading Effective Discussions (2008; STLHE Green Guide 9) and author of Bertrand Russell's Ethics (2006), which won the 2007 Bertrand Russell Society Book Award. My next book, Noble Lies and Dangerous Truths: How Morality Distorts Education, will be published by Peter Lang in 2012.
Website: http://www.mkpotter.com
Erika Kustra University of Windsor
Windsor, Ontario, Canada
kustraed@uwindsor.ca
I am the Director of Teaching and Learning Development in the Centre for Teaching and Learning, University of Windsor. I completed my graduate and post-doctoral work in physiological psychology, and have been an educational developer for over 12 years. My current research interests include assessing the impact of educational development programs, and examining underlying assumptions in practice, including the role of SoTL and reflective practice in the development of scholarly and effective teachers. I co-authored Leading Effective Discussions (2008; STLHE Green Guide 9), and was Editor of the Society for Teaching and Learning in Higher Education (STLHE) newsletter. In 2005 I was part of a teaching team that won the STLHE Alan Blizzard Award and the McMaster University President's Award for Excellence in Teaching.