Who conducts the scholarship of teaching and learning (SoTL)? And whose learning is in SoTL? Engaged teaching practices invite us to conceptualize, design, and inquire into learning environments that are sites for co-teaching, co-learning, and the co-generation of knowledge and practice by all involved. To envision SoTL in a manner consistent with the commitment to such "co-" roles and identities opens avenues for new lines of scholarship and challenges us to expand our understanding of SoTL and its implementation in new ways. SoTL infused with the commitment to "co-" would no longer be enacted primarily by faculty only, as a vehicle to improve student learning only, or to produce scholarship by and for faculty only. Join internationally recognized scholar-practitioner and Center for Service and Learning senior scholar, Dr. Patti Clayton, for a highly interactive session that draws on new scholarship to engage participants in re-envisioning SoTL in ways that honor the tenet that everyone teaches, everyone learns, and everyone inquires. Participants will have the opportunity to use this lens as they begin planning or advance development of their own SoTL projects.
As the component of experiential learning (including the full range of RISE pedagogies) that generates, deepens, and documents learning, critical reflection is key to successful processes and outcomes; it is also challenging to implement effectively.
Join Dr. Patti Clayton, internationally recognized for her work on critical reflection, for an interactive workshop that will guide participants through a process to 1) articulate the learning they are after, 2) design critical reflection accordingly, and 3) assess learning generated through critical reflection. Participants will work with their own learning goals, adapting current or creating new critical reflection activities and assignments.
As the component of experiential learning (including the full range of RISE pedagogies) that generates, deepens, and documents learning, critical reflection is key to successful processes and outcomes; it is also challenging to implement effectively. Whether critical reflection is taking place through written assignments, through formal or informal conversation, or through any of a variety of other venues, facilitating our own and others' learning benefits from clarity about the meaning of critical reflection and easily adaptable design tools. In this interactive session, we will consider the global learning outcomes we seek to generate among ourselves and our students and work with the research-grounded DEAL model to develop critical reflection mechanisms and strategies accordingly.