EXPERIENCES FROM IMPLEMENTING A SCHOLARSHIP OF TEACHING AND LEARNING PROGRAM FOR TEACHERS

EXPERIENCES FROM IMPLEMENTING A SCHOLARSHIP OF TEACHING AND LEARNING PROGRAM FOR TEACHERS

H. Løje (2023).  EXPERIENCES FROM IMPLEMENTING A SCHOLARSHIP OF TEACHING AND LEARNING PROGRAM FOR TEACHERS. 624-632.

Teaching quality is essential for having a high standard of educational quality. To achieve this, teachers need to be supported in their professional development.

Scholarship of Teaching and Learning (SoTL) is a way to support teachers in the development of their teaching practice as SoTL is the systematic study of teaching practices and learning experiences with the goal of improving students learning. In SoTL, the focus is on a scholarly approach to teaching and learning, where teachers act like researchers to investigate and develop their own teaching practice. The teachers work systematically with continuous improvement of their teaching and investigate the teaching impact and how it supports the students learning. SoTL also involves reflection on their own teaching practice. Furthermore, it adds a possibility to contribute the accumulated knowledge to the ongoing discussion about the development of engineering education by participating in conferences within Engineering Education Research and to publish scientific articles in relevant journals as well as networking with other teachers and educational consultants around the world within Engineering Education Research.

Since 2018, we have been running a SoTL program for teachers at our institute. Each year a number between 10 and 20 teachers have participated in the program. The SoTL program is scheduled to take a year, and consists of seminars with external and internal presentations, workshops and work with own projects. Furthermore, the program consists of feedback sessions with the program leader and peer-to-peer feedback sessions.

The participants must come up with a question, “a teaching problem”, which is something they are curious about in their teaching and want to investigate. During the SoTL program, each participant makes a research design, collects, and analyzes data and at the end of the program makes a presentation of the results from the project. Furthermore, the participant is encouraged to participate in educational conferences.

In this presentation, we will present our findings from three times running a SoTL program for teachers. Furthermore, we will present and discuss the challenges of implementing a SoTL program for teachers.

Authors (New): 
Hanne Løje
Pages: 
624-632
Affiliations: 
Technical University of Denmark, Denmark
Keywords: 
teaching
learning
scholarly
CDIO Standard 10
CDIO Standard 9
CDIO Standard 8
CDIO Standard 7
Year: 
2023
Reference: 
Bishop-Clark, C. & Dietz-Uhler, B. (2012). Engaging in the scholarship of Teaching and Learning – a guide to the process and how to develop a project from start to finish. Stylus Publishing: 
Boyer, E. L. (1900). Scholarship reconsidered: priorities of the professoriate. (Princeton, NJ: Carnegie Foundation for Advancement of Teaching: 
Dewar, J. M., Bennett, C. D. & Fisher, M. A. (2018). The Scholarship of Teaching and Learning – a guide for scientists, engineers and mathematicians, Oxford: 
Felten, P. (2013). Principles of good practice in SoTL. Teaching & Learning Inquiry, 1(1), 121-125: 
Graham, R. (2018) The Career Framework for university teaching: Background and overview. Royal Academic of Engineering, London: 
Mårtensson, M., Roxå, T. & Olsson, T. (2011) Developing a quality culture through the Scholarship of Teaching and Learning, Higher Education Research & Development, 30:1, 51-62, DOI: 10.1080/07294360.2011.536972: 
Poortman, C. L., Rouwenhorst, C., Ter Braack, M ten Voorde & van der Veen, J. T. (2020). The senior university teaching qualification: engaging in research, design and building community in engineering education. Proceedings of the 48th SEFI Annual Conference 2020 : 
Schultz, O, & Blaszczyk, T. (2022) Introduction of process in embedded programming supporting students’ self-efficacy – case study. Proceedings of the 50th SEFI Annual Conference 2022, pages: 2034-2040. Presented at 50th Annual Conference, Barcelona, Spain 19 – 22 September 2022: 
Trigwell, K. & Shale, S. (2007). Student learning and the scholarship of university teaching, Studies in Higher Education; 29:4, 523-536: 
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