TEF: Scholarly Teaching & Scholarship

Scholarly Teaching & Scholarship

This dimension describes how instructors engage in reflective teaching practice to inform their teaching approaches, teaching philosophy, and research interests for the benefit of student learning.

TEF_SoTL

Key Areas of Focus:

  • Reflect on what works well and does not work well in the learning environment
  • Engage with and reflect on teaching and learning literature to inform teaching practice
  • Integrate findings from local perspectives and research into teaching practice
  • Create and continue to revise a teaching and learning philosophy

Sample Indicators of Effective Practice

The sample indicators are organized into three levels: Involved, Engaged, and Leading. The levels are not dependent on the length of time that one has been an instructor as instructors begin their teaching careers with varied professional and academic backgrounds; however, as one moves from Involved to Engaged to Leading, the complexity of the skills and/or task increases.

Involved

Instructors at this level begin to engage in reflective teaching practice, identify their teaching beliefs, and research in the field of teaching and learning.

Examples

  • Reflects on lessons, focusing on the diverse needs of learners, to determine what worked well and what learners struggled with in the class.
  • Becomes aware of, reads, and reflects on teaching and learning literature and/or discipline-based educational research literature.
  • Recognizes and identifies curiosities about teaching & learning from course experiences.
  • Begins to articulate one’s beliefs and/or philosophy about teaching and learning based on teaching experiences.

Engaged

Instructors at this level regularly engage in reflective teaching practice and actively seek out resources, expertise, and scholarly information to help inform their teaching techniques and teaching philosophies.

Examples

  • Invites peer observation for classes in order to improve teaching practices and learner experiences.
  • Engages in a SoTL or discipline-based educational research projects.
  • Uses findings from research sources (such as IPARS, program data, colleague experiences, conferences, workshops, and institutional initiatives) to change and adapt teaching practices, assignments, assessments, or outcomes.
  • Develops a teaching philosophy and/or dossier based on teaching experiences, reflective practice, and scholarship.

Leading

Instructors at this level draw on their teaching experience, philosophies, varied sources of scholarship, and findings from their own teaching and learning inquiry to inform their teaching practice and that of their colleagues.

Examples

  • Invites peer observation for classes in order to improve teaching practices, and provides peer observation for colleagues, in order to collaborate and develop effective practices at department and college levels.
  • Shares and disseminates scholarship and research findings using various mediums for the benefit of others within and outside the college.
  • Mentors colleagues to change and adapt teaching practices based on research and scholarship from a variety of sources (such as IPARS, program data, conferences, workshops, and institutional initiatives).
  • Has an established teaching philosophy and/or dossier that is regularly updated and is shared with colleagues.