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Introduction to the Scholarship of Teaching and Learning
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- 02 Aug 2021
The University of Notre Dame Australia is committed to delivering an excellent student experience, alongside a high standard of teaching, research, and training. As a leader in ethical education, Notre Dame aims to develop students’ critical reasoning and their ability to make ethical decisions—crucial skills to progressing their careers and leading purposeful lives. At Notre Dame, students navigate their future with an ethical education online.
On completion of this course students should be able to achieve the following learning outcomes:
- Articulate the key historical and theoretical underpinnings of the Scholarship of Teaching and Learning (SoTL)
- Relate the role of reflection in learning and teaching to engagement in SoTL
- Substantiate the role of SoTL in contemporary higher education
- Identify how pedagogical inquiry can lead to improvements in learning and teaching practice and student outcomes
- Critically assess SoTL outputs to provide colleagial constructive feedback.
- The origins of SoTL from conception to now:
- What is SoTL?
- The origins of SoTL?
- Scholarly teaching vs SoTL
- The role of reflective practice
- What is research anyway?
- Debates and controversies
- SoTL and the contemporary higher education teacher
- How relevant is SoTL to me and my practice and career?
- Action research: A research approach for educators in higher education
- Thinking about what to research
- Carrying out a literature review
- Determining possible research questions
- From central research question to sub-questions
- SoTL in the institution – SoTL globally
- SoTL in the institution
- Academic career, pathways and promotion
- Sharing practice locally, nationally and globally – grants, dissemination, publications, conferences
In order to enrol in this subject, you must be accepted into one of the following degrees:
No special requirements
Students are introduced to the Scholarship of Teaching and Learning (SoTL) and its identity as a discipline with a dedicated research base. It examines the role of SoTL in the practice of educators in higher education and how SoTL can be used to enhance and evidence positive student outcomes. It explores the means by which educators can engage in SoTL, share practice globally and improve their practice. It requires students to critically analyse their own and others’ learning and teaching practice and to reflectively plan for improvements.
- 3 posts to online forum and 1500 word reflection (25%)
- Project outline (1000 words) and annotated bibliography (2000 words) (40%)
- Research Grant Application Review (1100 words) (35%)
Current study term: 01 Aug 21 to 05 Nov 21
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