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From Minsk to Pinsk: Why a Scholarship of Teaching and Learning? Lee S. Shulman

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Why a Scholarship of Teaching and Learning? Lee S. Shulman ... deep understanding, passionate commitments and civic virtues Our Response? – PowerPoint PPT presentation

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Title: From Minsk to Pinsk: Why a Scholarship of Teaching and Learning? Lee S. Shulman


1
From Minsk to Pinsk Why a Scholarship of
Teaching and Learning?Lee S. Shulman
  • From article in inaugural issue of The Journal of
    Scholarship of Teaching and Learning, 1(1), pp.
    48-53.

2
Three Rationales for a Scholarship of Teaching
and Learning
  • Professionalism
  • Pragmatism
  • Policy

3
Professionalism
  • Each of us in higher education is a member of at
    least two professions that of our discipline,
    and that of our profession as educator. In both
    of these domains we bear the responsibilities of
    scholars--to discover, to connect, to apply and
    to teach.

4
Professionalism
  • We develop a scholarship of teaching when our
    work as teachers becomes public, peer-reviewed
    and critiqued, and exchanged with other members
    of our professional communities so they, in turn,
    can build on our work (p. 50).

5
Professionalism
  • We can treat our courses and classrooms as
    laboratories or field sites in the best sense of
    the term, and can contribute through our
    scholarship to the improvement and understanding
    of learning and teaching in our field (p. 50).

6
Pragmatism
  • By engaging in purposive reflection,
    documentation, assessment and analysis of
    teaching and learning, and doing so in a more
    public and accessible manner
  • We support improvement of our own teaching.
  • We raise the likelihood that our work is
    transparent to our colleagues who instruct many
    of the same students in the same or related
    programs.

7
Policy
  • Because Accountability and Assessment have
    become the themes of the emerging movements
    toward reform in higher education.
  • And the free market is also creating new
    challenges for education.
  • Institutions must be prepared to document and
    display evidence that they are fostering
    learning, deep understanding, passionate
    commitments and civic virtues

8
Our Response?
  • We will need to develop networks of campus-based
    teaching academies to serve as centers, support
    systems and sanctuaries for these kinds of
    scholarly efforts.
  • This journal, its leaders, readers and
    contributors, are helping to make the journey
    possible.
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