Professional Connections
Online Articles on the Scholarship of Teaching and Learning
Angelo, Thomas A., 1999. Doing Assessment as if Learning Matters Most. AAHE Bulletin. 51 (9)
angelomay99.asp
Angelo lays out three steps toward achieving transformative assessment, which he says has thus far eluded higher education in the U.S.: the need to identify a compelling new vision, one "worth working toward"; the need for a novel concept of assessment; and the need for a course of action grounded in research on effective teaching practices.
Astin, Alexander W., et al. 1987 Nine Principles of Good Practice for Assessing Student Learning. AAHE Assessment Forum
http://www.aahe.org/assessment/principl.htm
Twelve scholars of teaching and learning collaborate to create this succinct list of guiding principles for assessing learning.
Bass, Randy. 1999. The Scholarship of Teaching: What's the Problem? inventio 1 (1)
http://www.doiiit.gmu.edu/Archives/feb98/rbass.htm
Carnegie Scholar Randy Bass describes how he came to view problems in teaching as opportunities for exploration. "Discovering problems worth pursuing," he writes, will be the movement's definitive measure of success.
Bender, Eileen and Donald Gray. 1999. The Scholarship of Teaching. Research & Creative Activity 22 (1)
http://www.indiana.edu/%7Ercapub/v22n1/p03.html
The authors call for a new paradigm that recognizes teaching as a scholarly, communal activity. "In the scholarly classroom, guided by reflective practitioners, "they write", students are encouraged to become speaking subjects, and teaching becomes the object of ceaseless and generative inquiry."
Bransford, John D., et al. 1999. How People Learn: Brain, Mind, Experience, and School. Committee on Developments in the Science of Learning, National Research Council. Washington, DC: National Academy Press
http://books.nap.edu/html/howpeople1/
Written in everyday language, this document reviews important recent progress in brain research and learning. A section on teachers and teaching addresses the role technology plays in support of learning.
Brown, John Seeley, 2000. Growing Up Digital: How the Web Changes Work, Education, and the Ways People Learn. Change 32 (2)
http://www.aahe.org/change/digital.pdf
The author identifies some ways digital technology has changed the way we learn: that our literacy has evolved to interpret multimedia messages; that our learning has become more discovery-based; and that our reasoning is less deductive and abstract. He believes that, with careful deliberation, the Internet might provide a means for fostering a new "learning ecology."
Cambridge, Barbara. 1999. The Scholarship of Teaching and Learning: Questions and Answers from the Field, AAHE Bulletin 52 (3)
http://www.aahe.org/dec99f2.htm
Cambridge's five questions include: Does scholarly teaching differ from the scholarship of teaching? Who does the scholarship of teaching? Is this scholarship disciplinary-specific or interdisciplinary? What role do students have in this work? How do campuses encourage the scholarship of teaching?
Cerbin, William. 2001. The Course Portfolio. APS Observer 14(4)
http://www.psychologicalscience.org/observer/0401/tips.html
Cerbin advocates the use of course portfolios to nurture insights into one's teaching and learning and to create a new discourse among communities of teachers.
England, James, et al. 1996. The Professional Evaluation of Teaching. American Council of Learned Societies, Occasional Paper No. 33.
http://www.aahe.org/teaching/ACLS_Paper.htm
This paper devotes sections to both student and faculty evaluations of teaching. Wilbert McKeachie argues that student evaluations have validity but that they are often misused; Hutchings reports on the AAHE peer review of teaching project that she directs.
Hutchings, Pat and Lee S. Shulman. 1999. The Scholarship of Teaching and Learning: New Elaborations, New Developments. Change 31 (5)
http://www.carnegiefoundation.org/elibrary/docs/sotl1999.htm
This article examines the evolution of the Scholarship of Teaching and Learning over the last decade. It moves beyond Ernest Boyer's definition, attempting to "draw a sharp line between excellent teaching and the scholarship of teaching."
Leamnson, Robert N. 2001. Does Technology Present a New Way of Learning? Educational Technology & Society 4(1)
http://ifets.ieee.org/periodical/vol_1_2001/leamnson.html
Leamnson, a professor of biology, gives a brief review of the biological foundations of learning, emphasizing "the aspects of learning that are common to all humans [rather than] personal preferences for kinds of content or study methods." Brain biology must be a factor when including technologies in instructional design, and the use of technology must be monitored for potential misuse, he writes.
AAHE Research Forum, 2002. Learning in Context: Who Are our Students? How Do They Learn? Creating a Research Agenda.
http://www.aahe.org/2002ResearchAgenda.pdf
With a focus in 2002 on the scholarship of student learning, the AAHE Research Forum generated a series of common questions derived from current and significant issues in higher education. Categories of inquiry include: Learning about Learning; Pedagogical Strategies that Support Learning; Student Involvement in Their Own Learning; The First-Year/Senior-Year Experience; Educating for Global Understanding; and, of particular interest, Taking Learning Seriously in an Increasingly Wired World.
Shavelson, Richard J. and Leta Huang. 2003. Responding Responsibly to the Frenzy to Assess Learning in Higher Education. Change. 35 (1)
http://www.aahe.org/change/shavelson.pdf
The authors warn against reacting hastily to recent calls for assessment-based accountability in education. They point out some of the ironies in traditional assessment practices and conclude with a list of suggestions for reform.
Shulman, Lee S. From Minsk to Pinsk: Why a Scholarship of Teaching and Learning? Journal of the Scholarship of Teaching and Learning. 1 (1)
http://titans.iusb.edu/josotl/VOL_1/NO_1/shulman_vol_1_no_1.htm
Shulman believes it's important to take time now to understand why we need a scholarship of teaching and learning. He outlines and expands upon three rationales: professionalism, pragmatism, and policy.
Useful Websites
SoTL Tutorial
http://aahe.ital.uetexas.edu/sotl_tutorial/norm.html
An interactive, multimedia introduction to the Scholarship of Teaching and Learning. The material is presented in three units of two modules each.
AAHE CASTL Campus Program Webcenter
http://webcenter.aahe.org/chef/portal/
This site provides a place for participants in the CASTL program to share resources and engage in online discussions about their teaching and learning projects. Campus virtual communicators can log on with their login and password (as assigned by AAHE). Non-members can log in as guests to take advantage of the site's resources.
AAHE's Teaching Initiative
http://www.aahe.org/initiatives/ti.htm
This website provides information on AAHE's Teaching Initiatives, which include Peer Review of Teaching and Portfolio Projects. Also, users can view selected articles from Change magazine and the AAHE bulletin.
American Studies Crossroads Project:
http://www.georgetown.edu/crossroads/conversations/
Directed by Randy Bass, Crossroads is an international networking and curriculum innovation project. It consists of four areas of activity: Communities, Technology and Learning, Curriculum, and Reference and Research.
Knowledge Media Laboratory (KML) Gallery, The Carnegie Foundation for the Advancement of Teaching:
http://www.carnegiefoundation.org/KML/
Using a variety of multimedia formats, the Knowledge Media Laboratory showcases Scholarship of Teaching and Learning projects from both K-12 and university faculty. Their research and development efforts emphasize Making Teaching Public, Building Knowledge, and Creating Networks.
Journal of the Scholarship of Teaching and Learning
http://www.iusb.edu/`josotl/
This free online journal is devoted entirely to research into teaching and learning. Its support comes from Indiana University South Bend and the University Center for Excellence in Teaching.
Visible Knowledge Project (VKP), Center for New Designs in Learning and Scholarship, Georgetown University
http://crossroads.georgetown.edu/vkp/
The Visible Knowledge Project addresses issues in the scholarship of teaching and learning with technology. Besides highlighting some of its participants' projects, the site also provides a SoTL glossary and a resource kit for those wanting to undertake similar investigations.
Nelson, Craig E. 2000. How Could I Do Scholarship of Teaching and Learning?
http://php.indiana.edu/~nelson1/GENRES.html
Nelson gives a personal tour of his understanding of SoTL, which might be helpful for faculty looking to begin exploring their teaching practices. He also provides many good online resources for those interested in a specific teaching and learning topic.
The Technology Source, Michigan Virtual University:
http://ts.mivu.org/default.asp
This online resource is a peer-reviewed bimonthly journal that posts articles on the thoughtful use of teaching with technology. Each article contains a discussion option so that readers can interact with the source material.
Carnegie website for SoTL
http://www.carnegiefoundation.org/CASTL/guidelines/index.html
Carnegie Foundation E-Library; Downloadable SoTL readings
http://www.carnegiefoundation.org/elibrary/index.htm
SoTL Bibliography, March 2003, Kathleen McKinney
http://www.cat.ilstu.edu/sotl/sotlbiblio.shmtl
Indiana University SoTL website:
http://www.indiana.edu/~sotl
Illinois State University SoTL website
http://www.cate.ilstu.edu/sotl/index.shtml
Maricopa Institute for Learning
http://mcli.dist.maricopa.edu/mil/
University of Notre Dame SoTL website
http://www.nd.edu/`kaneb/pabes/sotl.shtml