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Flashlight
Evaluation Handbook Table of Contents
We define "Scholarship of Teaching and
Learning" (SoTL) as intentional, formal inquiry by faculty members
about their own courses, designed to
help them improve their own courses and, if the inquiry
turns out to be
exceptionally successful, to help their colleagues improve
their own courses as well. (There are other accepted
definitions, too; SoTL can be a
confusor.)
The TLT Group subscriptions and free
resources can help advance SoTL directly in a number of
ways, including:
Obviously, SoTL doesn't exist, or develop,
in a vacuum. It is interdependent with a number of other
issues, where The TLT Group can also be helpful, such as:
-
an institution's approach to
student course
evaluation for example (do the end of course
feedback forms reinforce the idea that student
observations and judgment are valued? do faculty play a
role in crafting forms that fit their needs as well as
the institution's?),
-
faculty development and support, and
other elements that contribute to the
development of a
culture of inquiry in the institution (the
institutionalized use of evidence to improve practice)
-
whether 'dangerous' issues such as class
size and faculty evaluation criteria are discussable, or
whether they are routinely avoided (see our resources on
facilitating dangerous discussions)
-
the institution's learning spaces and
how evidence is used to evaluate and improve them,
-
the institution's sense of shared
mission and purpose - does it include a commitment to
inquiry as part of how the institution understands
itself and moves forward?
Other resources
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