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Enabling Scholarship of Teaching and Learning Activities Across a Curriculum Design Framework: A Lever for Faculty Engagement

Enabling Scholarship of Teaching and Learning Activities Across a Curriculum Design Framework: A Lever for Faculty Engagement

Deanna Meth, Holly R. Russell, Rachel Fitzgerald, Henk Huijser
Copyright: © 2020 |Pages: 18
ISBN13: 9781799822127|ISBN10: 1799822125|EISBN13: 9781799822141
DOI: 10.4018/978-1-7998-2212-7.ch018
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MLA

Meth, Deanna, et al. "Enabling Scholarship of Teaching and Learning Activities Across a Curriculum Design Framework: A Lever for Faculty Engagement." Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL), edited by Rachel C. Plews and Michelle L. Amos, IGI Global, 2020, pp. 347-364. https://doi.org/10.4018/978-1-7998-2212-7.ch018

APA

Meth, D., Russell, H. R., Fitzgerald, R., & Huijser, H. (2020). Enabling Scholarship of Teaching and Learning Activities Across a Curriculum Design Framework: A Lever for Faculty Engagement. In R. Plews & M. Amos (Eds.), Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL) (pp. 347-364). IGI Global. https://doi.org/10.4018/978-1-7998-2212-7.ch018

Chicago

Meth, Deanna, et al. "Enabling Scholarship of Teaching and Learning Activities Across a Curriculum Design Framework: A Lever for Faculty Engagement." In Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL), edited by Rachel C. Plews and Michelle L. Amos, 347-364. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2212-7.ch018

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Abstract

This chapter outlines the multiple ways in which Scholarship of Teaching and Learning (SoTL) activities might be activated and/or realized through the processes of curriculum and learning design of a degree program. Key dual enablers for these activities are an underpinning curriculum framework, bringing a series of defined developmental steps each underpinned by SoTL, and the Curriculum Design Studio construct as a vehicle for collaborative ways of working between staff, including academics and curriculum designers and students. Drawing on evidence from the practices of four curriculum designers, examples are presented across a wide range of disciplinary areas. In many instances, SoTL not only brings an evidence base to the work, but also the potential for research outputs, thus becoming a useful lever for academic staff to engage in ongoing curriculum design discussions and evidence-informed practice. Such activities serve to mitigate against acknowledged challenges faced by academics such as lack of adequate time for such activities and the pressure to produce research outputs.

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