Spheres of Influence: Ventures and Visions in Educational Development*

3-6 July, 2002
The University of Western Australia
Perth, Western Australia

Abstract

A multidisciplinary approach to promoting scholarship of teaching and learning

Vaneeta D'Andrea, City University, United Kingdom
David Gosling, University of East London, United Kingdom

In most universities research is valued above teaching and subject research is valued above research into teaching the subject (Rice, 1992; Daly, 1994, Elton, 2001; Jenkins, 2000). The movement to promote the Scholarship of Teaching and Learning (SoTL) has arisen as a response to the traditional polarisation of these values in higher education. Boyer (1990) was seen as leading the vanguard of those championing a new understanding of the 'scholarship of teaching'. His position was elaborated by Rice (1992) and Schulman (1993). The proponents of SoTL seek to advance a new conception of how systematic investigation and enquiry into professional practice in higher education can both inform teaching, advance our understanding of learning within a disciplinary or cross-disciplinary context, and raise the status and value of reflective practice (for example, Andresen and Webb, 2000; Kreber and Cranton, 2000)

In this workshop we shall be exploring the ideas behind SoTL, some definitions (Andresen, 2000; Brown, 1997; Consulo et al. 1996; Huber, in Hutchings, 2000; Kreber, 2000) its rationale, and its place within an institution's strategy to enhance teaching. We will look at examples from the UK and from the Carnegie Academy program in the USA and suggest some strategies for advancing SoTL and building capacity in teaching departments across institutions (Healey, 2001, Trigwell, 2001, Jenkins 2001, Gosling & D'Andrea, 2001). Participants will be engaged in activities to compare experiences in promoting SoTL, identifying 'drivers' and barriers and agreeing some strategies for the promotion of SoTL at subject and institutional levels.

Key words:
Promoting; Scholarship; Teaching

Objectives, outcomes and activities:
By the end of the workshop participants will:

be clear about SoTL and its origins
understand arguments for using SoTL as a strategy for educational development; and
gain ideas about how to promote SoTL within their own subject or institution

David Gosling: In his 28 years of experience in higher education, David Gosling has been a philosopher and an educationalist. He is Head of Educational Development Services at the University of East London and since 1996 has been the convenor of the Heads of Educational Development group (HEDG). He has published on applied philosophy and educational development. With Prof D'Andrea, he was part of the team which researched Scholarship of Teaching for the HE Funding Council for England.

Vaneeta D'Andrea: Throughout her career in higher education which spans three decades and two continents, Vaneeta has had a dual career as a sociologist and educational consultant. She is currently Professor of Higher Education Development and Director of the Educational Development Centre at City University, London and a Carnegie Scholar. She has published on sociological issues and educational development, and is currently co-authoring a book, with Dr David Gosling, on managing change in teaching and learning in higher education.

Contact: Vaneeta D'Andrea, email: V.Dandrea@city.ac.uk