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Plenaries / Panels
Individual Plenary Presenters
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Lee S. Shulman, President
The Carnegie Foundation for the Advancement of Teaching
51 Vista Lane
Stanford, CA 94305
Telephone: 650.566.5110
FAX: 650.326.0208
E-mail: CarnegiePresident@carnegiefoundation.org
Title of Presentation: In Search of Signature Pedagogies: Learning from Lessons of Practice.
Topic: During the past several years, The Carnegie Foundation for the Advancement of Teaching has
studied teaching and learning in undergraduate and graduate settings, as well as in a variety of professional
preparation programs. Increasingly, we are intrigued by how particular kinds of teaching become identified with
particular forms of learning. Why do certain fields develop specialized forms of teaching? What are the virtues
and liabilities of signature pedagogies? How does teaching in the professions differ from teaching in the arts and
sciences? What can we learn more generally about teaching in higher education from careful consideration of the
role of these signature pedagogies?
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Keith Trigwell, Reader in Higher Education
University of Oxford
Institute for the Advancement of University Learning
Littlegate House
St. Ebbes Street
Oxford, United Kingdon OX1 4NQ
Telephone: +44 186.528.6810
FAX: +44.186.528.6801
E-mail: Keith.Trigwell@learning-advancement.oxford.ac.uk
Title of Presentation: Student Learning and the Scholarship of Teaching/Learning
Topic: A variety of models of the scholarship of university teaching have been advocated since Boyer first proposed that the scholarship of teaching be considered as one of four forms of scholarship associated with university practice. These models have evolved from theoretical and empirically based analyses, and have as their core value concepts as diverse as reflection, communication, pedagogic content knowledge, scholarly activity and pedagogic research. They tend to take aspects of scholarship rather than of teaching as their starting points, and to give priority to the construction and critical review of the knowledge base for teaching. In this address I focus on a conception of the scholarship of teaching/learning that aims to accommodate current teaching/learning thinking while remaining supportive of the aims central to the project of developing a scholarship of teaching and learning.
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Joint Plenary Presenters
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Randall Bass, Executive Director
Center for New Designs in Learning & Scholarship
Georgetown University
Telephone: 202.687.4335
FAX: 202.687.5445
E-mail: bassr@georgetown.edu
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Dan Bernstein, Director
Center for Teaching Excellence
University of Kansas
135 Budig Hall
Lawrence, KS 66045-7604
Telephone: 785.864.4193
FAX: 785.864.5121
E-mail: djb@ku.edu
Title of Joint Panel: Walking the Talk: Living with the Consequences of Getting What We've Wished For
Topic: In the form of a dialogue, this presentation will explore several questions about the trajectory of the practices represented by the peer review of teaching and the scholarship of teaching and learning. What are the promise and limits of individual work on teaching and learning to generalize beyond one’s practice? How might our attempts to professionalize teaching practice be leading to new and unintended consequences about kinds of scholarly work we are asking faculty to undertake? How might a shift from individual to collaborative work address issues of professionalism and scholarly impact? What structure and values would support this shift? What strategies will be necessary to amplify work on teaching and learning beyond the 'power of one'?
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Plenary Panel
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Mary Taylor Huber, Senior Scholar
The Carnegie Foundation for the Advancement of Teaching
51 Vista Lane
Stanford, CA 94305
Telephone: 650.566.5138
FAX: 650.326.0278
E-mail: huber@carnegiefoundation.org
Title of Presentation: International Perspectives on the Scholarship of Teaching and Learning
Introduction to the Panel
Panelists:
Janet Gail Donald, Professor
McGill University
Lachute, Quebec
Email: Janet.donald@staff.mcgill.ca
Paper submitted:
Inquiry into teaching and learning: A Canadian perspective in International Perspectives on the Scholarship of Teaching and Learning
Nick Hammond, Senior Advisor
Higher Education Academy
York, UK
Email: Nick.Hammond@ltsn.ac.uk
Presentation:
UK Perspectives on the Scholarship of Teaching and Learning
Pat Hutchings, Vice President
Carnegie foundation
Standford, CA USA
Email: Hutchings@carnegiefoundation.org
Paper submitted:
The Scholarship of Teaching and Learning in the United States
Michael Prosser, Associate Professor & Director
Institute for Teaching & Learning
University of Sydney
Sydney, Australia
Email: m.prosser@itl.usyd.edu.au
Presentation:
International Perspectives on the Scholarship of Teaching and Learning: An Australian Perspective
Topic: How is the scholarship of teaching and learning taking shape in different national contexts? In this session, an international
panel will discuss its history, place, and prospects in the political culture of higher education in their countries.
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Featured Panels
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Co-Panelists
Thomas A. Angelo, Professor of Higher Education
Director, University Teaching Development Centre
Victoria University of Wellington
PO Box 600
Wellington, New Zealand
Telephone: 64 4 463 7482
FAX: 64 4 463 5284
E-mail: Tom.Angelo@vuw.ac.nz |
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Christine M. Asmar, Senior Lecturer
Institute for Teaching and Leaning
University of Sydney
(on assignment this year to Victoria University of Wellington)
Telephone: 64 4 463 7408
FAX: 64 4 463 5328
E-mail: Christine.Asmar@vuw.ac.nz
Title of Panel: Developing Teaching Scholars: Comparing Goals, Theories, and Approaches of SoTL Programs in Australia, New Zealand, and the United States
Topic: What are the distinguishing characteristics of scholarship of teaching and learning (SoTL) programs in different universities and different national contexts? How do espoused theories of teaching, learning and change play influence the structures and practices of such programs? Based on data from a selective scan of SoTL programs in Australia, New Zealand, and the United States, this interactive session offers a scheme for categorizing and analyzing the goals/purposes, theoretical bases, and academic/faculty development approaches of such programs. Examples from these three countries will be used to illustrate the scheme and to prompt discussion.
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Barbara Cambridge, Vice President, Fields of Inquiry & Action
Director, Carnegie Academy Campus Program
Director, BEAMS Project
One Dupont Circle, Suite 360
Washington, DC 20036
Telephone: 202.293.6440, ext. 760
E-mail: bcambridge@aahe.org
Title of Panel: Organizing a Campus to Support the Scholarship of Teaching and Learning
Topic: Developing infrastructure, building collaborations, establishing policies, and describing impacts are all part of organizing institutions to foster the scholarship of teaching and learning. This session features concrete strategies for influencing campus practices. Examples will be drawn from AAHE’s publication Campus Progress: Supporting the Scholarship of Teaching and Learning and from participants in the session. Come share your experiences and learn from what has been successful for others.
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Harry L. Dangel, Director
Center for Teaching and Learning
Georgia State University
PO Box 3967
Atlanta, GA 30303-3967
Telephone: 404.651.0126
FAX: 404.651.4901
E-mail: hdangel@gsu.edu
Title of Panel: Policies and Practices that Support a Scholarship of Teaching and Learning at Research Universities
Panelists:
Susan Carlson, Associate Provost and Professor
Iowa State University
1550 Beardshear
Iowa State University, Ames, IA 50011
E-mail: susanc@iastate.edu
Susan E. Clarke, Professor and Director
Political Science/Center to Advance Research and Teaching in the Social Sciences
University of Colorado at Boulder
333UCB
Boulder, CO
E-mail: clarkes@colorado.edu
Carol Elam, Ed.D. Professor
Department of Behavioral Science Assistant Dean for Admissions and Medical Education Research University of Kentucky College of Medicine
800 Rose Street, MN 102
Lexington, KY 40536-0298
E-mail: clelam1@uky.edu
Diane E Sieber, Faculty Co-Director, ATLAS Institute
Associate Professor, Herbst Program for Humanities
College of Engineering and Applied Science
The University of Colorado at Boulder
437 UCB
Boulder, CO
E-mail: Diane.sieber@colorado.edu
Anna Soter, Associate Professor
Language, Literacy and Culture Program
School of Teaching and Learning
Ohio State University
200 Ramseyer Hall
29 West Woodruff Ave
The Ohio State University
Columbus OH 43210
E-mail: soter.1@osu.edu
Terry D. Stratton, Assistant Professor
Department of Behavioral Science Assistant Dean for Student Assessment and Program Evaluation
University of Kentucky College of Medicine
800 Rose Street,
MN 104 Lexington, KY 40536-0298
E-mail: tdstra00@uky.edu
Topic: This session will examine the evolution of policies (formal and informal) and the related reward systems and the influence they have had on the Scholarship of Teaching and Learning at five research universities in the US. Panelists will highlight the impact of the varying institutional, disciplinary, and mission contexts on faculty investigations of student learning.
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Richard Gale, Senior Scholar & CASTL Director
The Carnegie Foundation for the Advancement of Teaching
51 Vista Lane
Stanford, CA 94305-8703
Telephone: 650.566.5119
FAX: 650.326.0278
E-mail: Gale@carnegiefoundation.org
Title of Panel: Re-Examining the Scholarship of Teaching & Learning in the Disciplines
Panelists:
Mick Healey, Professor of Geography
School of Environment – Francis Close Hall
University of Gloucestershire
Swindon Road
Cheltenham, United Kingdom GL50 4AZ
E-mail: mhealey@glos.ac.uk
Robert Mathieu, Professor of Astronomy
Center for the Integration of Research, Teaching and Learning
University of Wisconsin – Madison
1025 W. Johnson St./Suite 552
Madison, WI 53706
E-mail: Mathieu@astro.wisc.edu
Mariolina Rizzi Salvatori, Associate Professor of English
University of Pittsburgh
526 Cathedral of Learning
4200 Fifth Avenue
Pittsburgh, PA 15260
E-mail: mrizzi@earthlink.net
Respondent:
Mary Huber, Senior Scholar
Carnegie Foundation for the Advancement of Teaching
51 Vista Lane
Stanford, CA 94305
E-mail: huber@carnegiefoundation.org
Topic: The scholarship of teaching and learning operates within a disciplinary context, providing inquiry and insight into student learning in and between academic and professional fields. But while many disciplines and societies have embraced the scholarship of teaching and learning….others have been slow to recognize and support the work. In this session, panelists will discuss the scholarship of teaching and learning as a disciplinary practice, its successes, challenges, and possible futures.
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Sharon Hamilton, Associate Dean of the Faculties for Integrating Learning
Chancellor’s Professor of English
Director, Indiana University Faculty Colloquium on Excellence in Teaching (FACET)
Indiana University Purdue University Indianapolis (IUPUI)
755 West Michigan, Suite 1140
Indianapolis, IN 46220
Telephone: 317.278.1846
FAX: 317.278.3602
E-mail: shamilto@iupui.edu
Title of Panel: Faculty Intellectual Journeys in SoTL
Panelists:
Greg Kitzmiller, Lecturer, Marketing
Kelley School of Business
Indiana University
E-mail: gkitzmil@indiana.edu
Ingrid Ulstad, Senior Lecturer of Accounting
Department of Accounting and Finance
College of Business
University of Wisconsin
Eau Claire, WI
E-mail: ulstadic@uwec.edu
Eric Metzler, Assistant Director of Instructional Consulting
Undergraduate Program
Kelley School of Business
Indiana University
E-mail: emetzler@indiana.edu
Topic: The Scholarship of Teaching and Learning engages its participants in intellectual journeys that
lead to new conceptual frameworks involving deeper collegial interactions. This session traces four SoTL journeys,
in disciplinary areas ranging from the humanities to business and accounting, set on three difference campuses.
These narratives are emblematic of the kinds of intellectual and collegial transformations that occur when we bring
methods of scholarly inquiry to our teaching and learning.
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Craig Nelson
Biology Department
Indiana University
Jordan Hall 142
1001 E. 3rd Street
Bloomington, IN 47405-3700
Phone: 812.855.1345
FAX: 812.855.6705
E-mail: nelson1@indiana.edu
Title of Panel: Frameworks for SOTL
Panelists:
Jane Aiken, Professor
School of Law
Washington University
One Brookings Drive
Campus Box 1120
St. Louis, MO 63130
E-mail: aiken@wulaw.wustl.edu
Bob Bain, Assistant Professor
Education Department
610 E. University Ave.
University of Michigan
Ann Arbor, MI 48109-1259
E-mail: bbain@umich.edu
Steven J. Pollock, Associate Professor
Department of Physics
University of Colorado
390 UCB
Boulder, CO 80309-0390
E-mail: steven.pollock@colorado.edu
Topic: Each of the three presentations in this session has important implications for both SOTL and teaching generally. Specifically, they introduce several frameworks that we can use to better frame our SOTL questions and to better understand why many of our teaching interventions work for some students and fail for others. Physics provides an especially well-developed model of disciplinary-based empirical and theoretical research on student learning. Pollock will outline some of this disciplines research-based assessment and curricular tools and the developing roles of discipline based research in classroom practice and departmental cultures. Bain will use key case studies to illustrate the interplay of SOTL with disciplinary and general learning frameworks (e.g. historiography and cognitive and historical psychology). Aiken will explore the connections (generally and in teaching law) between two of the most influential frameworks for understanding the goal and challenges of higher education: Perry's theories of intellectual and ethical development and Mezirow's frameworks for transformative and action learning.
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David A. Reichard, Assistant Professor of History and Pre-Law
Division of Humanities and Communication
California State University Monterey Bay
100 Campus Center
Seaside, CA 93955
Telephone: 831-582-3117
E-mail: david_reichard@csumb.edu
Title of Panel: Framing and Understanding Student Learning in the Seminar
Panelists:
Mike Axtell, Assistant Professor of Mathematics
Department of Mathematics & Computer Science
Wabash College
P.O.Box 352
Crawfordsville, IN 47933
E-mail: axtellm@wabash.edu
José Feito, Associate Professor of Psychology
St. Mary’s College of California
P. O. Box 5082
Moraga, Ca 94575-5082
Telephone: 925. 631.4179
E-mail: jfeito@stmarys-ca.edu
Laura Greene, Assistant Professor of English
Augustana College
639 38th Street
Rock Island, IL 61201
E-mail: engreene@augustana.edu
Wendy Ostroff, Assistant Professor
Hutchins School of Liberal studies, RCH 44
Sonoma State University
1801 East Cotati Ave.
Rohnert Park, CA 94928
Telephone: 707.664.3180
E-mail: wendy.ostroff@sonoma.edu
Topic: In this panel, several Carnegie Scholars reflect on approaches used to research student learning in the seminar.
Representing a variety of educational contexts, the participants will reflect on their experience in framing their research questions:
How do common seminar courses in undergraduate curricula compare across institutions? Why do students ask the questions they do?
In what ways do students allow for “not knowing” in seminar discussion? What is the relationship between electronic and face-to-face
discussion for students working in seminar? Participants will provide a brief overview of their research—how the group helped each other
form research questions, what methods they used to understand student learning, and what the group came to understand about the
place of the seminar in a liberal education. Organized in the form of a roundtable, the presentations are designed to prompt questions
among the participants and, in the process, invite those attending the session to participate in an open discussion of those questions
and others brought forward in the conversation. Participants should expect to emerge from this session with a deeper understanding of
how to approach the scholarship of teaching and learning in the seminar, a greater awareness of what kinds of SOTL research are
emerging about the seminar, and a better sense of where this kind of research might be headed.
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