Defining the Scholarship of Teaching versus Scholarly Teaching
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Number 46 Spring 2007
Defining the Scholarship of Teaching versus Scholarly Teaching
Lynn Martin This article introduces the theme for the upcoming STLHE Conference, Evolving Scholarship.
McMaster University
The scholarship of teaching (SoTL) and
scholarly teaching, although closely
related, are activities which differ in intent
and outcome.
The purpose of scholarly teaching is
to affect the activity of teaching and
the resulting learning, while the
scholarship of teaching results in a
formal, peer-reviewed communication
in appropriate media or venues,
which then becomes part of the
knowledge base of teaching and Teachers engage in public discussion at conferences such as the
learning in higher education Educational Developers Conference.
(Richlin & Cox, 2004, p.127).
effective teaching rather than on student Scholarship of Teaching
Although all faculty should strive for
learning. It may lead to presentations or
scholarly teaching, not all will engage in the
publications, but these are based on Definitions
scholarship of teaching. One of the essential
individual reflection (Allen & Field, 2005).The scholarship of teaching goes
differences between the two is the degree of
beyond scholarly teaching and is
interest in the wider implications and impact
Evidence of scholarly teaching driven by a desire to understand how
of the results (Smith, 2001).
Evidence for scholarly teaching could include students learn effectively and how
course development, course redesign, teaching influences this process.
Scholarly Teaching observation of teaching, teaching projects, Thus, it is student-focused. The
teaching portfolios or course portfolios. scholarship of teaching has two main
Definitions Student and peer evaluations provide components. The first is the use of
Scholarly teachers are those who consult the additional information on teaching practices creativity to develop original
literature, select and apply appropriate and student perceptions of learning. materials … that can be used beyond
information to guide the teaching-learning the boundaries of an individual
experience, conduct systematic observations, Evaluation of scholarly teaching instructor. The second component, a
analyze the outcomes, and obtain peer Criteria for evaluating scholarly teaching systematic evaluation of teaching and
evaluation of their classroom performance could include evidence of clear goals, learning, can involve both informal
(Richlin, 2001). adequate preparation, appropriate choice of and traditional research on teaching
methods, effective use of methods, and learning, or curriculum related
According to Allen and Field (2005), modifications of plans and procedures to issues. Both research approaches
scholarly teaching is based on practice meet changing circumstances, demonstration require in-depth understanding of the
wisdom which is developed by reflection on of significant results, effective presentation literature, critical reflection, and
experience and published research. when teaching, and reflective critique of sharing through publication (Allen &
Scholarly teaching tends to be focused on performance. Field, 2005, p.1).
continued on page 3
Number 46, Spring 2007 1
1
STLHE/SAPES
Steering Committee Recent Publications by
Russell Day, BC
Margaret Wilson, AB STLHE Members
Dieter Schönwetter, SK/MB
Debra Dawson, ON, SW Germain-Rutherford, A. (2007). Comment se
Nicola Simmons, ON, Central vit la pédagogie universitaire à l’université
Aline Germain-Rutherford, ON, NE d’Ottawa. dans L. Langevin (Ed.), Formation
André Bourret, Francophone QC Spring 2007 Newsletter et soutien à l’enseignement universitaire: Des
Bluma Litner, Anglophone QC Evolving Scholarship principes et des exemples pour inspirer
Lynn Taylor, NS l’action des administrations et des
Shannon Murray, NL/NB/PEI professeurs, Québec: Les Presses
As a complement to the upcoming STLHE
Ex-Officio Members conference, June 3-16, 2007, this issue Universitaires du Québec.
Julia Christensen Hughes, President explores the theme ‘Evolving Scholarship.’
Gary Poole, Past-President Jaques, D., & Salmon, G. (2007) Learning in
Joy Mighty, President Elect If you have any items for ‘Recent Groups: A handbook for face-to-face and
Alan Wright, Chair, Publications Comm. Publications’ or any other suggestions online environments. (4th ed.) London, UK:
Arshad Ahmad, Teaching Awards regarding the STLHE Newsletter, please Taylor & Francis.
Bob Sproule,Treasurer contact the new editors.
Alex Fancy, Council of 3M National
Teaching Fellows
Teresa Dawson, Educational Developers
Caucus STLHE Green Guides
Electronic Discussion
STLHE Forum
The STLHE electronic mail forum, active
since October 1988, supports the
New Editors for the
exchange of opinions, ideas and STLHE Newsletter
experiences concerning teaching and
learning in higher education. Rédacteur du bulletin
To subscribe, contact the list coordinator: de la SAPES
Russ Hunt, Email hunt@stu.ca or visit
Communication at www.stlhe.ca. Short handbooks on a wide
We are proud to introduce and welcome the variety of teaching and learning issues.
two new co-editors for the STLHE
Teaching and Learning in Newsletter. Bienvenue! 1 Teaching Large Classes
Higher Education Newsletter Alan Gedalof
Sandra Bassendowski 2 Active Learning
Number 46, Spring 2007
University of Saskatchewan Beverly Cameron
Newsletter of the Society for Teaching
Corinne Beauquis 3 Teaching the Art of Inquiry
and Learning in Higher Education/
University of Toronto Scarborough Bob Hudspith and Herb Jenkins
L’avancement de la pédagogie dans
4 Feedback: Key to Learning
l’enseignement supérieur
The new editors will begin with the Fall Sergio Piccinin
2007 issue. 5 Teaching with Cases
Editor: Erika Kustra
David Dunne and Kim Brooks
c/o Centre for Leadership in Learning
6 Teaching for Critical Thinking
McMaster University
Geraldine Van Gyn, Carole Ford, et al.
Hamilton, ON L8S 4K1 Canada
7 Creative Problem-Solving
Email: kustraed@mcmaster.ca
Daryl Caswell
Editorial Associates:
Julia Christensen Hughes, Available Soon:
Rosalie Pedersen, Alan Wright 8 Cultural Diversity and Inclusive
Assistance: Sylvia Riselay Teaching
Shibao Guo and Zenobian Jamal
Material may be reprinted or copied for
institutional use within Canada. Please
To order: www.bookstore.uwo.ca
note appropriate credit and, as a courtesy
The Bookstore at Western
to the author, forward two copies of the
reprint to the above address.
Number 46, Spring 2007 2
Scholarship versus Scholarly
continued from page 1
SoTL goes beyond teaching excellence or colleagues’ classes to offer useful
expertise (Kreber, 2002). It involves suggestions; and writing articles on
systematic inquiry, leading to an in-depth teaching or student learning for the
understanding of a particular teaching Internet).
intervention rather than a surface evaluation
of the success of the intervention. 2) It is susceptible to critical review and
Investigations stem from asking questions evaluation (e.g. sharing results at a
such as: conference, or peer-reviewed
• What are students learning? publications).
There are a variety of methods for public
• Do our teaching strategies and methods
3) It is accessible for exchange and use discussion (Educational Developers
work?
by other members of one’s scholarly Conference, 2007).
The findings are then made public in a
community (e.g. it must be available in
mannerr that can be peer-reviewed and used
some media format).
by members of one’s community (Hutchings
& Shulman, 1999).
4) It emphasizes learning outcomes and
relevant teaching practices. (e.g. References
Evidence of the scholarship of teaching
conducting classroom research and using
SoTL requires knowledge of a specific
the results to modify teaching; employing Allen, M., & Field, P. (2005). Scholarly
discipline, as well as knowledge of teaching
a variety of methodologies to supplement teaching and scholarship of teaching:
and learning, and therefore might look
or replace lecturing; taking into account Noting the difference. International Journal
different in various disciplines.
different student learning styles in of Nursing Education Scholarship, 2(1).
designing instruction, exams, and
Evidence could include: papers; on-campus
assignments). Hutchings, P., & Shulman, L. (1999,
and off-campus presentations; on-campus
and off-campus publications; mentoring September / October). The scholarship of
5) It incorporates discipline and teaching. Change, 11-15.
colleagues; faculty development; teaching
pedagogical knowledge and
portfolios; course syllabi that reflect
innovation. (e.g. work is based on an Kreber, C. (2002). Teaching excellence,
discipline, pedagogy, and innovations in
extensive understanding of discipline or teaching expertise, and the scholarship of
teaching; and analyses of assignments, and
pedagogical literature; course content is teaching. Innovative Higher Education,
exams demonstrating improved learning.
designed to include a synthesis of new 27(1), 5-23.
knowledge in the field).
Evaluation of the scholarship of teaching
Criteria for evaluating the SoTL include the Richlin, L. (2001). Scholarly teaching and the
Additional criteria to consider include: scholarship of teaching. New Directions for
extent to which work is based on the
following hallmarks of scholarship (adapted • the degree and extent of recognition Teaching and Learning, 86, 57-67.
from Allen & Field, 2005; Theall & Centra, received (e.g. awards and invited
2001). papers) Richlin, L., & Cox., M. (2004). Developing
• communication with colleagues (e.g. scholarly teaching and the scholarship of
1) It is public material to which people can publications, books, monographs, and teaching through faculty learning
respond (e.g. presentations; papers; audio visual materials) communities. New Directions for Teaching
having conversations about course • financial support from internal or and Learning, 97, 127-135.
content, teaching, or your students with external grants.
colleagues at informal gatherings; Smith, R. (2001). Expertise and the
discussing new findings about teaching in There is growing engagement in the scholarship of teaching. New Directions for
the discipline with colleagues; mentoring scholarship of teaching and learning, though Teaching and Learning, 86, 59-77.
students or young colleagues in teaching not every teacher will take part. The
or research activities; participating in question we are facing now is, “Does the Theall, M., & Centra, J. (2001). Assessing the
conferences, workshops and seminars on scholarship of teaching help students learn?” scholarship of teaching: Valid decisions
teaching and learning; inviting colleagues This will be the next fascinating question to from valid evidence. New Directions for
into class to gain their reactions; visiting explore. Teaching and Learning, 86, 31-43.
Number 46, Spring 2007 3
Evolving Scholarship: A Perspective on the STLHE Conference
Margaret Wilson
University of Alberta
This summer, the University of Alberta will integration, and teaching) to make it more This year’s conference will be an opportunity
host hundreds of faculty, graduate students, relevant to modern post-secondary for scholars and those who teach to dialogue
administrators, and educational developers institutions. and learn from each other as they seek to
from across Canada at the STLHE/SAPES enhance learning in today’s institutions of
Annual Conference. This is great news for Boyer characterized the scholarship of higher education.
undergraduate students in post-secondary teaching as:
institutions in Canada. Why? • knowledge of the subject being taught Over 300 abstracts were submitted for this
conference by educators, administrators, and
• carefully planned and continuously
Because the theme of this national educational developers who wish to continue
evaluated teaching related to the subject
conference is Evolving Scholarship. For the conversation. Following the conference,
matter
three days faculty, scholars, and educational the scholarly process will continue with the
developers, concerned with enhancing • encouragement of active, life-long learning publication of the conference proceedings in
student learning, will engage in workshops, which develops students as critical, CELT (Collected Essays on Learning and
discussions, conversations, and debates creative thinkers Teaching).
about teaching as a scholarly process. • the recognition that teachers are also
learners. Boyer, E. (1990). Scholarship reconsidered:
Evolving Scholarship will further the priorities for the professoriate. Princeton, NJ,
discussions on the scholarship of teaching Since Scholarship Reconsidered, a number of Carnegie foundation for the Advancement
and learning which began nearly 20 years scholars have explored the scholarship of of Teaching, University of Princeton.
ago with the publication of Ernest Boyer’s teaching and the theoretical models that
Scholarship Reconsidered. Boyer sought to extend ideas of what scholarship could Brew, A. (2006). Research and teaching:
redefine the four forms of scholarship encompass. beyond the divide. London: Palgrave
(scholarships of discovery, application, Macmillan.
The Society for Teaching and Learning in Higher Education
La Société pour l’avancement de la pédagogie dans l’enseignement supérieur
STLHE/SAPES Conference 2007
June / Juin 13 – 16, 2007
University of Alberta, Edmonton
La University of Alberta à Edmonton
Evolving Scholarship
L’Ēvolution des Connaissances
www.ualberta.ca/UTS/STLHE stlhe07@ualberta.ca
Number 46, Spring 2007 4
Liberté d’apprendre et accès au savoir
Michael Power
Université Laval
Dans notre société d’abondance, nous universitaire augmentent et où l’accès aux
pensons que certaines choses, telles la liberté études postsecondaires est menacé pour
d’apprendre, nous sont acquises. Et si notre certains, l’accès au savoir par le biais de la
liberté d’apprendre était menacée par un publication scientifique continue aussi d’être
accès inégal au savoir? Si tel était le cas, les problématique.
universitaires que nous sommes devraient-ils
s’en préoccuper? Je crois que oui. Prenons seulement l’exemple des Je peux penser à me publier en « source
bibliothèques universitaires au Canada qui ouverte ».
Pendant plusieurs années, j’ai vécu une croulent peu à peu sous le poids des
expérience inoubliable en tant que coopérant abonnements à payer en même temps
universitaire en Afrique. Cette aventure a qu’elles sont inondées d’ouvrages rarement
forgé en moi une sensibilité aux injustices et empruntés, ouvrages qu’elles doivent loger,
un sentiment de justice sociale et, surtout, le manipuler, nettoyer, chauffer et éclairer. Si
désir d’apporter mon soutien aux défavorisés telle est la situation d’une bibliothèque
du monde. « Nobles sentiments » me dis-je, « typique au Canada, imaginons la situation
mais qu’est-ce que tu as fait? Qu’est-ce que tu dans un pays en développement où il n’y a ni
peux faire? » Comment un/e universitaire accès, ni espace, ni moyens adéquats pour
peut-il/peut-elle favoriser, appuyer et répondre aux besoins du nombre croissant
Que puis-je faire, moi, face
contribuer directement à la liberté de chercheurs en herbe. à ce défi de l’accès
d’apprendre et à l’accès au savoir? En fait,
nous pouvons faire pas mal de choses, même Que puis-je faire, moi, face à ce défi de
équitable au savoir?
en tant qu’individu. l’accès équitable au savoir? En tant qu’
auteur, universitaire, producteur de savoir
Prenons le cas de l’industrie du livre érudit et et facilitateur de l’apprentissage, je peux
de la publication scientifique qui, en fait, penser à me publier en « source ouverte »
constitue plutôt un marché, et pensons aux et en « accès libre » à la « Creative
obstacles imposés aux chercheurs. Au Commons », formule offerte par les
moment où les coûts pour l’éducation établissements prestigieux comme la MIT ou
l’Université de Californie, et par les Presses
de l’Université Athabasca, la première Quel choix me reste-t-il? Je peux participer à
maison d’édition universitaire « libre » au une nouvelle société du savoir, à une
Canada. Je peux faire cela au lieu de passer communauté d’envergure mondiale qui est
par les maisons d’éditions classiques qui désireuse de me lire, honnêtement,
vendent, au prix fort, du papier que plus franchement, sincèrement, librement, ou
personne n’arrive à stocker. alors, je peux encaisser mon petit chèque
annuel de 246,45$ qui me vient de ma
Internet nous offre une alternative à la maison d’édition pour mon best-seller. Ce
« presse papier » qui limite le nombre de nos choix revient à chacun de nous. Pour ma
lecteurs aux plus privilégiés, pas part, j’ai décidé de me laisser guider par la
nécessairement aux plus nécessiteux, ni aux liberté et l’équité dans l’apprentissage, qui
plus brillants, ni même au plus porteurs font partie de mes valeurs fondamentales, et
d’avenir. Oui, il fut une époque où l’on n’avait de donner ainsi un véritable libre accès à mes
pas le choix, Gutenberg obligeait. Mais écrits.
L’exemple des bibliothèques aujourd’hui, Berners-Lee oblige. D’autant
universitaires au Canada. plus que le travail de rédaction et d’arbitrage
par les pairs se fait gratuitement car il est
déjà inclu dans nos charges de travail.
Number 46, Spring 2007 5
An Impressive Range of Canadian Scholarship of Teaching and Learning Initiatives
Nancy Randall
Malaspina University-College • Structures for supporting SoTL in
Student Learning research intensive universities. Joy Mighty,
Canada has developed an impressive range One scholarly focus illuminates our Andy Leger, Denise Stockley, and Susan
of initiatives in the scholarship of teaching understanding of student learning. Wilcox, Queen’s University
and learning (SoTL). Catalysts for the wide • Does involvement in inquiry learning
range of Canadian scholarship include the create learners who are inquirers? Technology
fine leadership initiated by the STLHE along Christopher Justice, McMaster University A third focus, the scholarship of technology
with tremendous support provided through enhanced learning, is central to the work of
The Carnegie Foundation for the
• Readiness for change through problem-
many groups assessing the impact and value
Advancement of Teaching, most significantly based learning. Ranga Venkatachary, Simon
of technology in pedagogy.
by Richard Gale. Fraser University
• Knowledge exchange as an integrative • Processes for peer review of on-line
learning objects. Tom Carey and Tracy Penny
Powerful grass-roots ownership is also research process associated with
Light, University of Waterloo
evident and this movement takes seriously problem-based learning. Doug Hamilton
the complexity and value of teaching and and Nancy Greer, Royal Roads University • Inquiry processes through blended or
learning in higher education. The central • Transformations in student learning hybrid learning. Norman Vaughn and D.
tenets of the scholarship of teaching and Randy Garrison, University of Calgary
associated with diversity experiences.
learning include scholarly inquiry into Kate Willink, University of Waterloo • How could undergraduate research web
teaching and learning questions, rigorous • Dimensions of student learning in the arts portals transform learning by connecting
gathering of evidence, accessibility for public scholarly communities? Eric Kristensen,
and aesthetic literacy. Christine Adam,
review, and, if possible, knowledge University of Ottawa; Timothy Shea,
Carleton University
mobilization to enhance the teaching and University of Massachusetts; Pamela Sherer,
learning environment. An international • Complexity concepts as a way of Providence College
groundswell is moving the ideas of the interpreting student learning. Gillian
scholarship of teaching and learning into Gerhard, University of British Columbia Phenomenological Inquiry
institutional and national policies and • Grounded theory project to better A fourth research focus is phenomenological
practices. understand the processes of evaluating inquiry into the nature of SoTL. This is
nursing students. Olive Yonge, University of
typically qualitative research that examines
Leadership Sites Alberta the experiences of people.
Canadian institutions are participating as • Building a shared Canadian framework for
leadership sites in the 2006-2009 Carnegie Faculty Development the scholarship of teaching and learning.
Academy for the Scholarship of Teaching and A second research focus examines the role of Lynn Taylor, Dalhouse University and Teresa
Learning (CASTL) Campus Program. faculty development and the impact it has on Dawson, University of Victoria
Kwantlen University College, Queen’s teaching practices and learning.
• What are the research ethics associated
University, and Ryerson University are • The roles of faculty development with qualitative studies of student
focusing on ‘Building Scholarly Campus networks as agents of change. Anne-Marie learning? Tania Smith, University of Calgary
Communities.’ The University of British Grandtner, Hélène Bilodeau, and Réjeanne
Columbia is an international participant in • How does providing a rich research
Côté, université du Québec
the ‘Expanding the Teaching Commons’ learning environment for the scholarship
• International perspectives of faculty of teaching and learning foster inter-
theme. Douglas College is developing
development as strategic institutional disciplinarity? Joanne Nakonechny and Gary
approaches to ‘Liberal Education’ while the
leadership in building SoTL capital. Poole, University of British Columbia
University of Victoria is considering issues of
Lin Langley, Douglas College; Nancy Randall,
‘Policy, Assessment, and Accountability.’ The • What is the impact of national systems,
Malaspina University-College; Renee
University of Alberta and University of associated with governments and national
Meyers, Wisconsin; and Mary Anne
Waterloo join with the coordinating organizations, on institutional strategies
Danielson, Creighton University
institution, Malaspina University-College, as for linking discipline-based research and
Undergraduate Research leadership sites. • The impact of interdisciplinary, teaching? Mick Healey, University of
The University of Manitoba and Mount collaborative partnerships to promote Gloucestershire; Carol Colbeck, Pennsylvania
Allison University are affiliate members of the scholarly approaches to teaching and State University; Alan Jenkins, Oxford
CASTL program. learning. Nicola Simmons, Brock University Brookes University; and Brad Wuetherick,
• Outcomes of a unique model of staff University of Alberta
A sampling of Canadian SoTL initiatives is development incorporating ‘best
categorized here according to a focus on practices’ of teaching and learning These are only a few of the current
student learning, faculty development, scholarship, called the Advantage initiatives. The objective of this listing is to
technology-enhanced learning, or Program. Paula Brook, Doug Knight, and encourage new ideas, networking, and
phenomenological inquiries. Sharon Cameron, University of Alberta cross-institutional partnerships.
Number 46, Spring 2007 6
Alan Blizzard Award 2007
Engineering Strategies and Practice: Team Teaching a Service Learning Course for a Large Class.
Aline Germain-Rutherford
Coordinator, Alan Blizzard Award Program
The Society for Teaching and Learning in One of the participating clients wrote about
Higher Education (STLHE) and Award the team of students who worked on a
Sponsors McGraw-Hill Ryerson and project for her company: “These students
University Affairs are pleased to announce have to be commended for the outstanding
the 2007 Alan Blizzard Award, awarded to work they have been doing on this project and
the team from the Faculty of Applied Science to express our appreciation for the
and Engineering of the University of Toronto, thoroughness, professionalism and enthusiasm
for their outstanding collaborative project, they have brought to the project. They have
Engineering Strategies and Practice: Team come to every meeting well-prepared, with
Teaching a Service Learning Course for a Large pertinent questions, and innovative solutions to
Class. propose.”
This outstanding project provides a unique The award will be presented at the June
learning experience where the context of 2007 STLHE Annual Conference in
design is being used to introduce students “to Edmonton. A paper based on the project
professional communication, team skills, and will be distributed in a special publication by
systems thinking.” Using a project based McGraw-Hill Ryerson and available on the
Félicitations! Congratulations!
learning approach with projects drawn from STLHE website.
Back Row: Philip Anderson, Sandy Romas,
real clients in the community of greater
Toronto, the course is delivered to
Kimberly Woodhouse, Robert Andrews, and The Alan Blizzard Award annually rewards
approximately one thousand students by a Mark Kortschot. outstanding collaborations in teaching and
team of over 50 people. Every semester Frong Row: Susan McCahan and learning, to encourage and disseminate
there are approximately 150 design teams Peter Weiss. scholarship in teaching and learning.
working with partners in the community. Information about this award and the 2008
competition is available on the STLHE
Awards webpage: www.mcmaster.ca/stlhe/
awards/information.html
Prix Alan Blizzard, 2007
La Société pour l’avancement de la 1000 étudiants de première année, réside un Le projet et le prix seront présentés à la
pédagogie en enseignement supérieur vif désir d’aider ces derniers à développer de conférence annuelle de la SAPES qui aura lieu
(SAPES), la maison d’édition McGraw-Hill solides aptitudes au travail collaboratif, à la cette année à l’Université d’Alberta, et une
Ryerson, sponsor et partenaire, ainsi que le communication professionnelle et à la pensée publication spéciale du projet sera aussi
journal Affaires Universitaires sont heureux systémique. Utilisant une approche basée sur distribuée. Le projet sera également
d’annoncer que le Prix Alan Blizzard 2007 a l’apprentissage par projet, les étudiants accessible prochainement sur le site web de
été attribué cette année à l’équipe de la s’associent par équipes à des partenaires la SAPES.
Faculté de Sciences Appliquées et de Génie professionnels de la communauté
de l’Université de Toronto pour leur projet : métropolitaine de Toronto pour concevoir Chaque année le prix Alan Blizzard est
Engineering Strategies and Practice: Team et réaliser ensemble des projets qui attribué à un projet collaboratif
teaching a service learning course for a large contribueront au bien de la communauté. d’enseignement et d’apprentissage de grande
class. Les membres de l’équipe lauréate à qualité dans le but d’encourager et de diffuser
féliciter sont : Susan McCahan, Peter Weiss, Ainsi que l’écrit un des partenaires des pratiques et des recherches exemplaires
Kimberly Woodhouse, Robert Andrews, professionnels ayant collaboré avec une en enseignement et apprentissage. Pour plus
Philip Anderson, Mark Kortschot and Sandy équipe d’étudiants: “These students have to be d’information sur le prix et la compétition
Romas. commended for the outstanding work they have 2008 vous pouvez consulter le site de la
been doing on this project and to express our SAPES: www.mcmaster.ca/stlhe/awards/
Au cœur de ce projet collaboratif par appreciation for the thoroughness, information.html
excellence, puisqu’il regroupe une équipe de professionalism and enthusiasm they have
plus de 50 personnes pour encadrer plus de brought to the project..”
Number 46, Spring 2007 7
Sharing Successful Learning Strategies
For Teachers: Passports Gain Popularity
Isabeau Iqbal
University of British Columbia
Participant Passport
A Passport of Participation is one way that Zenergy Chime or Bookstore gift certificates. Facilitator Passport range from $25 to $40.
we recognize professional development This is our way of thanking people for their The passport programs have been received
activities for the improvement of teaching professional development efforts. very enthusiastically. People seem to
and learning at the University of British appreciate having a way to easily track their
Columbia (UBC). Passports document the Facilitator Passport professional development activities.
owner’s professional development activities Similarly, TAG offers a Facilitator Passport. Interestingly, proportionally few people have
offered through the Centre for Teaching and The Facilitator Passport documents the come to TAG to select a reward.
Academic Growth (TAG) and its partners in owner’s UBC community-based
the UBC Community. educational leadership activities, such as Information about the passport program can
leading seminars and workshops. Like the be found at:
The passport is a small booklet, equivalent to passport of participation, the facilitator www.tag.ubc.ca/programs/
an 8.5 x 11 sheet folded in half, with a nice passport recognizes the owner’s passportofparticipation.php
cover. Each person who completes a contributions to enhancing teaching and
seminar gets a label to stick onto a passport. learning at UBC.
Once the passport is full (approximately 10
seminars of one day or less), the person may When facilitators complete a passport, they
select a teaching and learning resource can come to TAG to select a teaching and For more information, contact Isabeau Iqbal
valued at $10 to $15, such as a Green Guide, learning resource. Item choices for the at isabeau.iqbal@ubc.ca
For Learners: In-Class Writing Techniques
Martha Crealock
University of Saskatchewan
Writing is a key communication skill, closely sample of three techniques that can be used For more information, contact Martha
tied to developing critical thinking. Here is a to encourage writing, even in large classes. Crealock at martha.crealock@usask.ca.
Technique How do you use it? When do you use it? Why do you use it? Example
Summarize Stop your lecture and ask After covering a large Teaches and tests note taking Take two minutes to
the Main Idea students to take two minutes amount of material. skills and critical literacy. write down the three
to identify the three main Gives you feedback about main points thus far in
points in the lecture. Give whether they are ‘getting it’. today’s lecture.
them some time to write,
then solicit some suggestions.
Consider collecting the
answers.
Consider this Present a real-life problem At the beginning of a Helps frame and introduce A dog who has been hit
Situation or puzzle, give the lecture, lecture. the topic you will talk about. by a car has these four
and conclude by having Develops writing, presenting symptoms.
students return to their application, analysis, and What will you deal with
original solution. Ask if they evaluation skills. first to last? Why?
would reconsider now?
Ask the students to record Before sharing Encourages curiousity about What percentage of
their guess about a statistic statistics or results. the answer. degrees in Canada are
or predict the outcome of an Develops skills of prediction, given to women?
experiment. and tests background
knowledge.
Number 46, Spring 2007 8
A Guide to Learning Independently: Book Review
Roger Landbeck
Editor of HERDSA News, Australia
A Guide to Learning Independently first The first five chapters encourage the
appeared 25 years ago, in the same year that individual learner to be very reflective about
the personal computer became available. a wide variety of topics from the physical
Much has happened in the intervening years, and emotional self to learning how to
particularly in the realm of computers in remember. I believe these should be
daily life, which is recognised in this fourth compulsory reading for all students.
edition. However, the principles of the
book, those of learning to become an Chapters 6 to 10 deal with taking in and I have written enthusiastically about this
independent learner, remain the same. At the evaluating ideas, using a range of information book but I am left facing some very practical
time of first release, the book was head and sources, and analysing and researching a questions. Will students, who are under
shoulders above other study skill manuals topic. Approaches to reading and listening to great pressures these days, be able to find
because of its emphasis on the learner and its lectures are covered here. Chapter 8 on time to read, reflect, and act on the questions
style which actively engaged the reader with using libraries and other information services raised in this book? Will they be able to
question after question. has a useful section on identifying primary afford to buy another book with their limited
and secondary sources. resources?
Each chapter begins with a discussion of the
topics to be covered, followed by a short Chapters 12 to 16 deal with communication I fear that students barely manage their
description of the contents. The approach to in both writing and discussion groups. There course assignments and have little time for
study described in the book is non are useful ideas about participating in groups anything else. Yet I know that by following
prescriptive and the reader is reminded that and the teacher’s authority in a group. The the ideas in the book, students will not only
there is no ‘right way’ and offered a variety opportunity to write in different styles is said be successful in their courses but will have a
of approaches with discussions of the to facilitate skill development. far more satisfying learning experience. How
differences, including some comment on can they be convinced to spend the time on
what might be appropriate for different The important topic of evaluation is learning how to learn?
individuals. addressed in Chapter 16:
• Why evaluate learning?
The large number of quotations scattered
throughout effectively illustrate the principles
• Who evaluates learning?
being described. These are drawn from a • How is learning evaluated? Marshall, L., & Rowland, F. (2006). A Guide to
wide variety of sources, which is a learning The book concludes with an appendix Learning Independently (4th ed.). Sydney,
experience in itself. Finally, there are further dealing with avoiding sexist language and Australia: Pearson Education.
readings supplied at the end of each chapter. attitudes.
2007 POD Network in Higher Education Conference
October 25 -28, 2007
Pittsburgh, Pennsylvania, USA
The theme for the 32nd annual meeting, • What should be at the center of who we
“Purpose, Periphery, and Priorities,” invites are and what we do, and what do we
participants to raise important questions intentionally put in the periphery? (SIGs), to connect with colleagues on a
about what we choose to prioritize in
• What is currently in the periphery that common interest or concern. A vendor
higher education and what we choose to
should be brought back into clearer focus? exhibit and Resource Fair will continue to be
leave in the periphery:
an opportunity for colleagues to share
The conference is being held at the William resources.
• How do we make choices about our Penn Hotel, a beautifully restored historic
purpose and priorities in the academy and landmark in downtown Pittsburgh. Conference registration begins June 1, 2007.
in our professional lives? Participants may join Special Interest Groups www.podnetwork.org
Number 46, Spring 2007 9
This article is part of an ongoing international exchange among the presidents
Productivity and Quality: of the societies for teaching and learning from Canada, Australasia, and the
Higher Education’s Dual Priorities United States. James E. Groccia is the Immediate Past President, Professional
and Organizational Development Network in Higher Education (POD), in the
James E. Groccia United States. James reflects on a current crisis facing higher education.
Immediate Past President, POD Network
Auburn University
Higher education throughout the world is actually done, which is primarily teaching,
facing a crisis that simply cannot be solved and for an understanding of the
by making minor changes to the same old interrelationships between cost and
way of doing things. This crisis manifests quality.
itself in tightening budgets, escalating tuition,
declining public trust, and rising skepticism of Technology
the value of higher education. Technology, when used appropriately and
correctly, can also enhance productivity.
Increasing Costs While not a panacea, technology can
Student fees and accompanying debt at increase access to information and to
nearly all US colleges and universities students, and have other positive impact
continue to climb. Driving these increased on costs and quality. Higher education
student costs is the declining state support institutions can reduce costs and increase
for higher education resulting from economic learning through curricular reform. Careful
recession, declining state tax revenues, and James E. Groccia, Immediate Past investigation can ensure what is taught is
shifting state priorities. Yet universities President, POD Network, director of up-to-date and relevant, as well as reduce
continue to face financial pressures from Auburn University’s Biggio Center for the unnecessary course repetition and
rising personnel health care costs, increasing Enhancement of Teaching and Learning redundancy. Finally, campuses must
enrollments, capital improvements, and challenge and support their instructional
investments to attract and retain students. Colleges and universities must reduce costs staff to use effective, evidence-based
and increase quality by instituting classroom teaching strategies to increase
Declining Public Confidence organizational strategies that take a ‘big- learning productivity and quality.
Declining public confidence parallels the picture’ perspective, focusing on institutional
decline in financial support. State legislatures planning and transformation. The common The good news
have adopted political and financial agendas approach to academic leadership could be A hopeful sign for learning quality is that,
that are either indifferent or hostile to higher labeled advancement by random acts of after centuries of using the efficient, albeit
education. Rightly or wrongly, parents and progress. somewhat ineffective lecture; there is an
students believe colleges are expensive and evolution away from didactic to more
wasteful. Institutions cannot continue to pass Strategic Planning Approach active learning methods. There is strong
along their own increasing costs to parents An alternative approach is needed for evidence that higher education
and students through yearly fee increases. institutions to minimize inefficiencies and professionals, as well as accrediting
organization; to be successful, strategic bodies, state legislators, governing boards
Linking Productivity and Quality planning must provide direction for and the general public, are increasingly
In light of these mounting pressures, financial innovation and must actually be followed. focusing on student learning, access,
and academic viability may depend upon a Institutions should implement assessment graduation, productivity, and faculty work
unified campus-wide effort to increase strategies that rest upon valid and reliable as much or more than on research.
productivity and quality. A key first step is for uses of measurement. A culture of assessment
colleges and universities to recognize and should be broadly adopted that serves to Colleges and universities are implementing
accept the permanence of these issues. demonstrate the impact of programs and many of these changes. Innovative
Short-term solutions for long-term problems activities - which are tied back to approaches to increasing productivity and
will not be enough. institutional goals and quality. Instructional quality are springing up across the globe.
effort and faculty time, as well as the To continue this trend, all members of the
Productivity and quality cannot be separated; allocation of university resources, should be institution, faculty, administrators, staff,
rather, realistic and sustainable educational regularly measured against the attainment of students, alumni, and governing boards, as
innovation must be designed with both in desired institutional, faculty, and student- well as an informed public, must accept
mind. The pursuit of quality becomes learning outcomes. responsibility for addressing economic and
productive when innovations and changes quality issues that rest at the core of the
are attainable, substantive, and affordable. Faculty Development institution’s survival. They must do this in
Unfortunately, new ideas and teaching Institutions should renew their focus on ways that reflect each constituent’s
approaches usually come hand-in-glove with faculty development. Increased attention expertise and blend them in ways that
up-front and hidden additional expenses and needs to be paid to mentoring and training serve to attain individual, institutional, and
staffing demands. current and future faculty for the work that is societal goals.
Number 46, Spring 2007 10“Who Does She Think She Is?”
Striving for Authentic Learning in Teaching Gender
Cherie Werhun
University of Winnipeg
At the beginning of each class, in a course on scholarship, gender courses require an men and women, and far too often draw the
sex roles and gender, I have students share an understanding of the cultural production of conclusion that stereotyping people is
experience or a piece of media that gender stereotypes and an exploration of natural. I try to emphasize that to
reinforces or challenges gender stereotypes. personal experiences with gender form associations is a natural function of the
This is an opportunity for the class to discuss stereotypes. mind, but the precise associations made are
how gender research is manifested in the the by-products of the cultural system and
‘real world.’ However, I have found that attention to the are motivated by socio-political agendas.
mechanics of stereotyping and attitude This is why cross-culturally some gender
During one of these sessions a student shared formation is underemphasized. For example, stereotypes have little validity.
a personal story. On the subway she saw a glance at five well-known gender
two women sitting together. One of the psychology texts revealed that not a single Critical Scholarships
women had very short hair and was dressed one contained sections solely dedicated to Finally, as social psychological research
in comfortable, functional clothing. They research on these topics. Furthermore, demonstrates, knowledge of stereotypes
were chatting in a friendly manner, laughing courses on attitudes are rarely prerequisites actually promotes a critical evaluation of
and enjoying each other’s company. My for upper-level courses on gender. their endorsement.
student confessed that based on their attire
and friendly demeanor, her immediate Balance Thus, with this approach, students are
reaction was that they were lesbians. She Thus, I find that my teaching of gender presented with a more realistic
said that as soon as this thought came to requires a fine balance of research on gender understanding of the mechanics of
mind, she felt extremely guilty and ashamed. stereotypes, space for personal exploration, stereotypes, which fosters an exploration
She knew that her thoughts were based on and research on stereotypes and attitude into their personal experiences, inevitably
gender stereotypes and assumptions about formation. I find that spending a fair amount leading to critical scholarship.
sexuality. However, more importantly, she of time outlining key principles of attitude
felt anxious. She thought that if I, her ‘Sex and research enriches the other components of If other members have had similar
Gender’ instructor, ever found out… I would the learning experience. I stress that experiences while teaching gender, I am
be very disappointed in her! stereotypes are the by-products of interested in hearing your stories and
associations between objects and positive or strategies (c.werhun@uwinnipeg.ca). This
General Crisis negative evaluations. Furthermore, I outline could serve as a basis for developing a
Upon reflection, I believe my student’s research that reviews how stereotypes are resource document for other educators.
comment is symptomatic of a general crisis formed.
that occurs in courses like gender. By
definition, courses in gender are contentious Students benefit from understanding that
because the material is sensitive and the associations between objects and evaluations
topics are sensational. By holding the are formed through a variety of pathways,
position of ‘expert’ in the classroom, I both explicitly and implicitly. For example,
suspect that an illusory distance emerges we could have been told repeatedly by our
between the students and me. At the lectern I parents that women are bad at math, or we
have the research at my fingertips, while could have been in a classroom where
some of the students are questioning the women were comforted rather than
validity of these stereotypes for the first time. challenged after failing to solve math
Thus, at some point in the course, students problems.
are faced with the fundamental question: The bottom line is that associations are
how is it possible to hold automatic formed and they constitute a cultural
stereotypic beliefs yet simultaneously feel ‘knowledge’ of social stereotypes. By virtue
quite strongly against them? of existing in a particular cultural system,
each individual possesses this knowledge. Leading students to critical evaluation
Reducing the Crisis However, possessing this knowledge is through exploration and explanation of
I believe that this crisis and the distance distinct from personally endorsing it. research.
between educator and student can be
reduced by addressing what I suspect is an I am by no means suggesting that gender
overlooked component in the psychology of stereotyping is natural. Students want to
gender curriculum. To ensure critical understand why they hold associations about
Number 46, Spring 2007 11Council of 3M National Teaching Fellows Report
Arshad Ahmad , Don Cartwright, Maureen Connolly, Aline Germain-Rutherford, Clarissa Green, Ron Marken, Sylvia Riselay
Alex Fancy, Chair
We are delighted to welcome to our In a session scheduled for the June conference Our call for submissions to Silence in Teaching
Fellowship the 2007 cohort of 3M National the 3M National Teaching Fellowship and Learning has elicited much interest. We
Teaching Fellows: Judy Brown, David Selection Committee will explain its received many excellent submissions.
DeBattista, Jon Houseman, Harry Hubball, processes. Also at the conference, you will
Dennis Krebs, Susan McCahan, Geoffrey have a chance to examine several Gary Poole is coordinating participation in
Rayner-Canham, Frank Robinson, Ivan Permacharts in the Award-Winning Teacher the Fourth Multi-National Forum of Teacher
Steiner, and Ernie Walker. They will be series. These were written for use by both Scholars in Sydney, Australia in July.
introduced at the STLHE banquet on students and teachers as a pilot project by
Thursday, June 14, 2007. the 3M National Teaching Fellows. A new Chair of the Council will be chosen by
the Fellows, to be Chair-Elect in 2007 to
All Fellows should consult our website for Please forward comments on the Maclean’s 2008. Please consult the website:
the latest update. Please note that the 2007 coverage of university and college teaching www.mcmaster.ca/stlhe/3M.council
Assembly (with a choice of two workshops!) and the 3M National Teaching Fellowship to
is scheduled for Wednesday, June 13, not any member of our Executive Team.
Saturday, as in the past.
Conseil des récipiendaires du Prix national d’enseignement 3M
Félicitations et bienvenue à la promotion Les titulaires du prix 3M sont priés de De plus, à la conférence de la SAPES, vous
2007 des récipiendaires du prix national 3M: consulter notre site web où ils pourront lire aurez l’occasion d’examiner plusieurs
Judy Brown (UBC), David DeBattista les dernières nouvelles. Notez que notre publications à l’intention des étudiants et
(Brock), Jon Houseman (Ottawa), Harry assemblée est prévue pour le mercredi 13 enseignants intitulées Permacharts. Celles-ci
Hubball (UBC), Dennis Krebs (Simon juin (avec deux ateliers au choix!) plutôt que ont été rédigées par des récipiendaires du
Fraser), Susan McCahan (Toronto), Geoffrey pour samedi, comme par le passé. prix 3M, dans le cadre d’un projet pilote.
Rayner-Canham (Grenfell College), Frank
Robinson (Alberta), Ivan Steiner (Alberta) and Le silence dans l’enseignement et Gary Poole coordonne la participation des
Ernie Walker (Saskatchewan). Vous ferez l’apprentissage a suscité beaucoup d’intérêt! Canadiens au Fourth Multi-National Forum
leur connaissance lors du banquet de la Nous espérons vivement avoir un bon of Teacher Scholars, à Sydney, Australie en
SAPES, jeudi, le 14 juin. nombre de textes en français. juillet.
Merci d’envoyer à l’un des membres du A la conférence de la SAPES, le comité de Nous élirons bientôt un nouveau président.
Comité Exécutif vos commentaires sur la sélection du Prix 3M expliquera les La personne élue deviendra « Président(e)
façon dont Maclean’s a abordé procédures suivies pour sélectionner les élu(e) » pour l’année 2007-2008. Prière de
l’enseignement, l’apprentissage et le Prix récipiendaires. Venez nombreux pour poser consulter le site web,
d’excellence 3M. vos questions et discuter du processus. www.mcmaster.ca/stlhe/3M.council
2008 Call for Nominations 2008 Appel de candidatures
3M National Teaching Fellowships Prix d’enseignement 3M
STLHE and 3M Canada invite nominations for the 2008 3M La SAPES et 3M Canada lancent un appel de candidatures.
National Teaching Fellowships. Up to ten awards, Dix prix, remis chaque année au mois du juin lors du
presented annually at the STLHE Conference in June, congrès de la SAPES, soulignent les contributions
recognize exemplary contributions to educational and remarquables à l’avancement de l’enseignement supérieur
teaching excellence in Canadian universities. Awards are dans les universités canadiennes. Est éligible toute
open to all individuals currently teaching in a Canadian personne qui enseigne actuellement dans une université
university, regardless of discipline or level of appointment. canadienne, quels que soient sa discipline et son rang.
Details: www.mcmaster.ca/3Mteachingfellowships
Deadline/date limite: November 16/ le 16 novembre, 2007
Telephone/téléphone: (514) 848-2424, ext. 2928 / 2793
Email/Courriel: Arshad Ahmad (arshad@jmsb.concordia.ca)
Number 46, Spring 2007 12EDC Corner La chronique du Réseau de formateurs
Educational Developers Caucus en pédagogie de l’enseignement supérieur
Teresa Dawson
EDC Chair, University of Victoria
There have been several significant Il y a eu plusieurs développements
developments for the ED Caucus since I last importants au Réseau depuis ma dernière
wrote. I want to begin by congratulating communication. Tout d’abord, j’aimerais
Janice MacMillan from Durham College, who féliciter Janice MacMillan, du Collège
has been appointed to the Executive as our Durham, pour sa nomination au poste de
new Treasurer. trésorière de notre Comité exécutif.
We have also launched the EDC Grants Nous avons également lancé le programme
Program with the support and help of de bourses du Réseau avec l’aide et le soutien
STLHE. As I write this, the tough work of de la SAPES. Au moment où j’écris ces lignes,
adjudicating some truly outstanding nous amorçons la difficile tâche consistant à
proposals is beginning. We hope that these sélectionner les futurs bénéficiaires parmi les
grants may enable successful applicants to candidatures vraiment remarquables que
leverage other funds at their home nous avons reçues. Nous espérons que ces
Judy Britnel participating in the
institutions as a result of receiving this bourses nationales permettront aux
national grant. Educational Developers Conference. candidats retenus d’obtenir d’autres fonds de
leur établissement d’attache.
In addition, the Executive has struck a new
Communications Sub-committee, to be En outre, le Comité exécutif a créé un
chaired by the VC Communications, which nouveau sous-comité des Communications,
is charged with enhancing the design and qui sera présidé par le vice-président aux
implementation of the EDC web space so Communications. Ce comité sera
that it is a truly ‘resourceful place’ for all responsable d’améliorer la conception et la
Caucus members. We know that not mise en œuvre du site Web du Réseau afin
everyone can join us at our annual conference que celui-ci soit une véritable « mine de
but each one of you contributes to the ressources » pour tous les membres du
Caucus community, and we want to be sure Réseau. Nous sommes conscients que vous
that all members benefit from the resources ne pouvez pas tous participer à notre
and information generated and shared by Guelph University and the University of congrès annuel. Toutefois, vous pouvez tous
others. The web space seems a perfect Waterloo hosted the Educational contribuer individuellement à la vie collective
vehicle for achieving this goal. Developers Conference, 2007. du Réseau. Nous voulons nous assurer que
tous les membres profitent des ressources et
Finally, thank you again to everyone who de l’information que d’autres produisent et
made the Educational Developers mettent en commun, et l’espace Web semble
Conference at Guelph and Waterloo such a être un instrument idéal pour atteindre ce
success - organizers, helpers, and but.
participants alike. We broke a new record
for conference attendance, and I am Pour terminer, j’aimerais remercier toutes les
delighted to report that, for the first time, we personnes qui ont contribué au succès du
were able to offer graduate student congrès du Réseau à Guelph et à Waterloo,
bursaries. We are sharing a few photos here qu’il s’agisse des organisateurs, des aides ou
courtesy of Alice Cassidy and the hosts of des participants. Le nombre de présence n’a
the Educational Developers Conference. jamais été aussi haut, et je suis très heureuse
d’annoncer que pour la première fois, nous
avons pu offrir des bourses d’études
Teresa Dawson et Peter Wolf assist au supérieures. Voici quelques photos
congrès du Réseau à Guelph et à Waterloo. gracieusement fournies par Alice Cassidy, et
les hôtes de la Conférence du Réseau des
formateurs.
Number 46, Spring 2007 13You can also read
