Sketching the Contours of the Scholarship of Teaching and Learning in Theology and Religion

Abstract

This article argues that there is an identifiable scholarship of teaching and learning in theology and religion that, though varied in its entry points and forms, exhibits standards of excellence recognizable in other forms of scholarship. Engaging in this scholarship enhances a professor's possession of practice and often reveals insights into student learning and the contours of a field that can advance both educational and disciplinary projects. Through conversation with a form of the scholarship of teaching and learning that emerged most clearly in work associated with the Carnegie Foundation for the Advancement of Teaching, we describe starting points and generative assumptions that have been employed in the discourse of the scholarship of teaching and learning in theology and religion as they have emerged in submissions to Teaching Theology and Religion over the past decade and a half and point to its benefits. See responses to this essay by http://dx.doi.org/10.1111/teth.12021, http://dx.doi.org/10.1111/teth.12022, and http://dx.doi.org/10.1111/teth.12023 published in this issue of the journal. Responses by Reid B. Locklin, Joanne Maguire Robinson, and Nadine S. Pence appear in next issue issue, 16:3 (2013).

Behavioral Patterns in Special Education. Good Teaching Practices

“…These aspects not only allow evaluating the achievements reached by the students, but also provide a motivation strategy for them by offering feedback on their learning process (Muijs and Reynolds, 2001; Anderson, 2004; Hattie and Timperley, 2007; Murillo et al, 2011; Pegalajar-Palomino, 2011). Specifically, literature refers to frequent supervision (Daloz, 1986; Stronge et al, 2004; Killen, 2005; Brookhart, 2009; Orlich et al, 2010; Murillo et al, 2011), asking questions or observing the work that students are doing (Pellicer and Anderson, 1995). …”

“…Another aspect that is highlighted by research and that favors a quality education is the evaluation and continuous monitoring of the students (Daloz, 1986; Stronge et al, 2004; Killen, 2005; Brookhart, 2009; Orlich et al, 2010; Murillo et al, 2011). Evaluation is relevant as a way to identify whether students are getting or not proper results (Muijs and Reynolds, 2001; Anderson, 2004; Hattie and Timperley, 2007; Murillo et al, 2011).…”

Drawing on the Principles of SoTL to Illuminate a Path Forward for the Scholarship of Educational Development

“…Underpinning the collaborative and scholarly work of educational developers is a deep reflective spirit which prompts us to question assumptions, think critically about our work, and question the effectiveness of practice. (p. 313-314) Across these descriptions of SoED, we see many similarities with past discourse regarding the systematic, evidence-based, collaborative, and reflective nature of SoTL, which inherently draws upon one's local experience and context to strengthen their wisdom of practice, and is also disseminated for the broader benefit of others (Felten, 2013;Hutchings & Shulman, 1999;Killen & Gallagher, 2013;Trigwell, Martin, Benjamin, & Prosser, 2000;Weimer, 2001).…”

“…Just as agreed upon criteria and standards for quality help confer the credibility of SoTL (Killen & Gallagher, 2013), similar scholarly pursuits will develop expertise, enhance practice, and further legitimize the field of educational development (Felten et al, 2007;Potter, 2011;Taylor & Rege Colet, 2010;Timmermans, 2014). The development of this seven-principle framework for SoED adds to recent conversations urging for a means to critically examine and communicate the influence and impact of educational development practices (Badley, 2001;Bamber & Stefani, 2015), and provides a lens to further contextualize the complexities of scholarly inquiry related to educational development, which may otherwise not be explicitly captured through the principles of good SoTL practice (Felten, 2013).…”

Building Sustained Action: Supporting an Institutional Practice of SoTL at the University of Guelph

“…Williams and others () speak to the importance of internal conferences and publications in helping to build networks and to support cultural norms related to teaching and learning. These links provide points of convergence between disciplinary cultures, where new ideas are inspired and teaching and learning norms and practices are further developed (Killen and Gallagher ; Roxå, Mårtensson, and Alveteg ).…”