- Core Resources
Effective learning is largely the result of effortful teaching. In order to recognize the importance of teaching in higher education, Boyer (1990) broadened the description of scholarship to include the Scholarship of Teaching . Instructional activities must be carefully planned and continuously examined (p. 23), arguing that faculty should document the efforts of teaching and evidence of student learning as much as they document the scholarship of discovery (traditional scholarship), application, and integration. This view of Scholarship of Teaching was expanded to include general activities related to advancing learning and described as Scholarship of Teaching and Learning (SoTL).
Today, faculty of every discipline are welcomed under the 'Big Tent' of SoTL (Huber & Hutchins, 2005) and SoTL is more commonly described as "the theoretical underpinnings of how we learn, the intentional, systematic, modifications of pedagogy, and assessments of resulting changes in learning.” (Gurung & Landrum, 2014, p. 1).
These documents are intended as guides for Oregon State University faculty teaching online and hybrid courses. They are designed to help the instructor prepare for the peer review and for the peer reviewer in writing the peer review of teaching letter.
Action research is a systematic progressive process of meaningful investigation to improve an identified problem within one's own teaching practices.
This review of research outlines the basic tenets of conducting an effective observation of teaching. These guidelines coupled with the Six Principles of University Teaching Excellence, are a strong combination in identifying what to look for when observing colleagues teach.