CHANGING PEDAGOGY INTO SCHOLARSHIP: TEACHING AND LEARNING IN HIGHER EDUCATION

The change in philosophy from “stand and deliver” to active learning techniques and research regarding teaching and learning can be challenging especially when students, faculty, and administrators are housed at different locations. A transition, to be university wide, requires a systemic approach involving all stakeholders.

Saint Leo University is unique in that it serves and offers graduate and undergraduate courses to students in many different locations and through a variety of delivery methods. This diversity enriches the University’s commitment to teaching and learning across all disciplines and in all locations. The University’s Benedictine foundation of Core Values (Respect, Integrity, Personal Development, Community, Responsible Stewardship, and Excellence) holds the university community accountable to students no matter where they are located.

Drawing on the work of Boyer (1990) and the Carnegie Academy for Scholarship of Teaching and Learning (SoTL) (n.d) and in concert with the university’s core values of community, excellence and professional development, in the fall of 2009 a newly formed committee began discussing how to actualize SoTL practices university-wide. A select group of faculty identified and agreed upon three instructional and institutional foci (Achieving Balance and Scholarship, Student Ability and Motivation, and Relationship with Adjuncts) as the foundation of its work.

Institutionally supported faculty development opportunities provide a platform to connect with and engage faculty in SoTL practices. In its infancy, the committee has engaged more adjuncts in the work of the university and faculty in peer learning professional development activities. The public sharing of learning opportunities and techniques is directed at the larger educational and university community.

The panel will define the scholarship of teaching and learning and present realistic examples of changing pedagogies at one institution. Discussion will include a systems approach leading to buy-in from stakeholders including administration, faculty, adjuncts, and support staff. The panel will share the university’s actions to implement SoTL practices to engage students in their learning and engage faculty in scholarship. References and resources will be described that can help faculty to discover their innovative teaching potential and avenues leading to research with the end result of nurturing and improving student learning outcomes.

References:
Boyer, E. (1990). Scholarship revisited: Priorities of the professorate. San Fransisco, CA: Josey-Bass.
The Carnegie Foundation for the Advancement of Teaching. http://www.carnegiefoundation.org/scholarship-teaching-learning