Engaging with SoTL – Learning Activity & Peer Response
Please see my Google doc submission below on my motivation for engaging with SoTL and my response to a colleague.
Shawn Luo
My motivations for engaging with SoTL are grounded in three key aspects:
I am inherently driven by a strong desire for continuous improvement in my teaching methods. SoTL offers a structured and systematic approach that aligns with my commitment to reflective practice, providing a pathway for continuous professional development.
My teaching philosophy centers on student-centered learning, with a genuine concern for my students’ learning outcomes. SoTL resonates with this philosophy, ensuring that my teaching practices positively impact student learning and contribute to their growth.
I am motivated to bridge the gap between scholarly research and teaching practices. SoTL encourages the integration of scholarly habits into teaching roles, aligning with my aspiration to bring a scholarly approach to my work as an educator.
In response to Renee’s comment on “Faculty Professional Development”:
I fully agree with your view on faculty development, emphasizing the symbiotic relationship between continuous professional growth and its impact on our learning environment. Embracing ongoing learning enriches both our teaching practices and the collaborative culture that benefits educators and students alike.
TweetExample for "Engaging with SoTL – Learning Activity & Peer Response":
https://bank.ecampusontario.ca/wp-content/uploads/2023/12/Engage-with-SoTL-Learning-Activity-Page-2.png
Leave a Reply