Three Keys of SoTL – Learning Activity & Peer Response
My full submission on Google doc is included below:
Shawn Luo
Three key characteristics of the Scholarship of Teaching and Learning (SoTL) that resonate with my personal teaching philosophy and practice:
Inquiry and Reflection:
- SoTL involves systematic inquiry into learning within one’s own classroom.
- It emphasizes the importance of treating each teaching experience as an experiment, with the syllabus as a hypothesis.
- It is the ongoing cycle of reflection, hypothesis testing, and examination of evidence to improve teaching practices.
Focus on Student Learning:
- SoTL is not just about reflecting on teaching practices but places a strong emphasis on the focus of inquiry being students’ learning.
- The central feature involves asking questions about whether students are achieving the intended learning outcomes – hypothesis testing
- It is about critically examining assumptions in learning design and considering adjustments based on evidence of student learning.
Integration of Scholarly Habits:
- SoTL involves bringing scholarly habits and skills to teaching practices.
- It encourages faculty to apply scholarly habits such as asking questions, gathering evidence, drawing conclusions, and raising new questions to their work as teachers.
- The key characteristic is integrating research knowledge into teaching in a systematic way, using the same rigor applied in scholarly endeavors.
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.
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