by Cora McCloy, PhD for the SoTL Canada website
While the University of Toronto has had a lengthy involvement in SoTL research there has been a growing need to intentionally connect members of the teaching and learning community who are engaged in SoTL or who want to learn more. The Centre for Teaching Support & Innovation (CTSI), the central teaching and learning support centre at the University of Toronto, is currently developing an institutional SoTL strategy whose impetus stems from identified priorities through its annual planning process; an increasing Provostial focus on encouraging research on teaching; leadership for SoTL activities by award-winning faculty; and, increasing requests for SoTL support by faculty. As well, CTSI prioritized SoTL through one of the faculty liaison staff positions that includes dedicated time towards SoTL activities. In my role at CTSI as a Research Officer & Faculty Liaison a key aim is to build and connect the SoTL community at UofT and to bolster linkages between those with a long-standing interest in conducting SoTL and those who are relatively new to this area.
By Daniel Bernstein. In Teaching & Learning Inquiry: The ISSOTL Journal, Vol.1, No.1 (2013), pp. 35-40.
Abstract: Faculty members engaged in the Scholarship of Teaching and Learning generate visible analyses of the learning taking place in their institutions, provide excellent models of practice for local colleagues, generate high-quality evidence for internal and external assessment, and offer accessible examples of quality education to prospective students. SoTL contributions of this kind should be nurtured by institutions as a basic expectation of high-quality instruction. I discuss these faculty contributions as assets derived from a cosmopolitan social role within their organizations, and I develop a recommendation for institutional strategy from that perspective.
By Beth McMurtrie. In The Chronicle of Education, February 17, 2014
In academe, where every argument quickly finds a counterargument, the role of the disciplinary association in matters of public advocacy is a curious one. Recent, heated debates within the American Studies Association and Modern Language Association over Israel and academic freedom highlighted the risks that academics take when they weigh in on issues that go beyond their immediate concerns. But when, exactly, should academic groups speak up on matters of national, or international, concern? Science associations regularly speak out on public-policy issues that they deem relevant, like climate science and the teaching of evolution. In the humanities and social sciences, by contrast, the answer seems to vary by discipline.
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