- Quality Teaching
- Core Areas
Scholarship of Teaching and Learning (SoTL)
encompasses "theoretical underpinnings of how we learn, intentional, systematic, modifications of pedagogy, and assessments of resulting changes in learning.” (Gurung & Landrum, 2014).
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).
Here at the CTL our first priority is to support Boyer's original intent and highlight the hard work of teaching. Our goal is to help faculty document their pedagogical efforts, especially the three components suggested by the OSU Faculty Handbook: 1. Peer Evaluation; 2. Evaluations by student representatives, and 3. Student Learning Experiences. Given the reliance on a review of course materials (syllabi, texts, assigned readings, examinations) for both peer review and student representative review- we advocate for the use of Teaching Portfolio as part of the Promotion and Tenure Dossier.
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.