Developing the Scholarship of Teaching and Learning
Professor Mick Healey
Healey HE Consultants www.mickhealey.co.uk; mhealey@glos.ac.uk; r.healey@chester.ac.uk
You are invited to participate in a highly interactive workshop that will explore the meaning of the terms excellent/effective teaching, scholarly teaching and scholarship of teaching and learning.
The scholarship of teaching and learning (SoTL) involves three essential and integrated elements: engagement with the scholarly contributions of others on teaching and learning; reflection on one’s own teaching practice and the learning of students within the context of a particular discipline; and communication and dissemination of aspects of practice and theoretical ideas about teaching and learning in general and teaching and learning within the discipline (Martin et al, 1998).
We will discuss some of the issues around this evolving concept, including a discussion of how to engage with SoTL through identifying and responding to what are variously referred to in the literature as ‘bottlenecks’ to student learning and ‘troublesome knowledge’. Specific examples of how institutions and disciplines are engaged in SoTL will be examined, and the role of engaging students in SoTL will be discussed. The session will focus on how participants can engage with SoTL in a variety of ways and will end with participants developing an action plan for a SoTL project. The session is designed to be relevant to both new and experienced SoTL scholars.
Refreshments and lunch will be provided, please ensure you complete the dietary requirements section on the online registration form.
Schedule for the workshop:
9 - 9.15 am Registration - refreshments available on arrival
9.15 - 11 am Workshop session
11 - 11:15 am Break
11.15 am - 12.30 pm Workshop session
12.30 - 1.30 pm Lunch
The scholarship of teaching and learning is about making transparent how learning is being made possible (Trigwell, 2004).
The aim of SoTL is not to publish but to uncover the complexity of academic practice through reflection and engagement with relevant partners (colleagues, students) and to draw lessons that are subjected to debate and contradiction. Change emerges from inquiry (Fanghanel, 2013).
Mick Healey is an HE Consultant and Researcher a
nd Emeritus Professor at the University of Gloucestershire, UK. He is The Humboldt Distinguished Scholar in Research-Based Learning at McMaster University, Canada and a Visiting Professor at The University of Westminster, UK. Mick is an experienced presenter. Since 1995 he has given over 600 educational presentations in more than 25 different countries. He has written and edited over 200 papers, chapters, books and guides on various aspects of teaching and learning in HE, and has over 15.500 citations. His latest book is Writing about Learning and Teaching in Higher Education: Creating and Contributing to Scholarly Conversations across a Range of Genres (Healey, Mick, Kelly Matthews, and Alison Cook-Sather, 403pp) and may be downloaded for free. He is the inaugural Senior Editor of the International Journal for Students as Partners. He is one of the founding members of the International Society for the Scholarship of Teaching and Learning (ISSoTL), and was made a National Teaching Fellow (NTF) in the first cohort in 2000.
Ruth Healey co-designed the session, but cannot be present. She is a Professor of Learning and Teaching in Higher Education at the University of Chester, UK where she has been since 2009. In 2016, she joined Healey HE Consultants. She has actively researched learning and teaching issues since 2004. Her pedagogic research interests include teaching for social transformations, debates, ethics, and students as partners. Ruth has written over 40 pedagogic publications and has given over 50 workshops, presentations, and keynotes in 10 different countries. In 2017 she was awarded a NTF; and in 2019 was awarded one of nine inaugural fellowships of the ISSoTL. She is on the Editorial Board of the Journal of Geography in Higher Education (2009-) and is one of the inaugural Editors of the International Journal for Students as Partners (2016-).
Mick and Ruth co-authored Students as Partners guide: Student engagement through partnership - A guide to the Advance HE Framework (2019) and two linked articles on ‘Searching and Reviewing the Literature on SoTL: An Academic Literacies Perspective, Part 1 and 2 (2023). They are currently running a three-year programme at the University of Strathclyde designed to develop the capacity of staff and students to engage in SoTL.
A list of references may be found at www.healeyheconsultants.co.uk. Extensive bibliographies on engaging students in research and inquiry, and students as partners and change agents are available on our website under resources.