The Carnegie Foundation uses this definition of the Scholarship of Teaching and Learning: “problem posing about an issue of teaching or learning, study of the problem through methods appropriate to the disciplinary epistemologies, applications of results to practice, communication of results, self-reflection, and peer review”
Cambridge, B. (2001). Fostering the Scholarship of Teaching and Learning: Communities of Practice. Pps. 3-16 in To Improve the Academy. D. Lieberman and C. Wehlburg, Eds. Bolton, MA: Anker.
The Carnegie Foundation for the Advancement of Teaching's web site points you to important authors of the literature on the Scholarship of Teaching and Learning. The site also provides examples and resources for instructors interested in the scholarship.
In October 2008 the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) made IPFW an affiliate institution, joining 47 campuses from across the United States and Canada. The Vice-Chancellor for Academic Affairs designated a steering committee composed of faculty and staff to be responsible for planning activities and projects such as professional conferences, SoTL faculty learning communities, fellowships, grants, awards and other activities that support scholarly teaching and research on teaching and learning. The office of the Vice-Chancellor for Academic Affairs and CELT provide resources for the work of the committee. In 2011 the committee was renamed Committee for the Advancement of Scholarly Teaching and Learning Excellence (CASTLE).
The committee members are:
CASTLE organized a SoTL conference with scholar and author Kathleen McKinney, Cross Chair in the Scholarship of Teaching and Learning (SoTL) at Illinois State University, at which IPFW faculty presented their scholarly teaching. In 2009 and 2011 the committee led IPFW delegations to the annual conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL). Click on the link to view a portfolio of the 2011 ISSOTL presentations. Members of the committee wrote an article about its work for Transformative Dialogues, an electronic journal about teaching published in Canada.
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