The Scholarship of Teaching and Learning (SoTL) offers a way of equipping graduate students for monitoring, assessing, and reflecting on their teaching and their students' learning in higher education. After reviewing recent literature about the ways graduate students prepare for teaching, this essay presents an example of one way SoTL can inform teaching and teacher education as part of a graduate seminar. When a SoTL approach was integrated into a course about teaching in higher education, the course itself became a faculty-graduate student collaborative project. This essay demonstrates the potent circularity of the reflective teaching practice that drives the course and inspires similar practice in its students, which in turn informs subsequent iterations of the course.

No abstract

The Scholarship of Teaching and Learning (SoTL) offers a way of equipping graduate students for monitoring, assessing, and reflecting on their teaching and their students' learning in higher education. After reviewing recent literature about the ways graduate students prepare for teaching, this essay presents an example of one way SoTL can inform teaching and teacher education as part of a graduate seminar. When a SoTL approach was integrated into a course about teaching in higher education, the course itself became a faculty-graduate student collaborative project. This essay demonstrates the potent circularity of the reflective teaching practice that drives the course and inspires similar practice in its students, which in turn informs subsequent iterations of the course.

No abstract