Kreber, C. (2002). Studies in Higher Education, 27, 151–167.
Once downplayed as an amorphous and elusive term devoid of any clear meaning, the scholarship of teaching has gained much clearer contours over the past few years.
Baume, D., & Beaty, L. (2006). Educational Developments, 7(2), 1–6.
This article suggests and illustrates seven approaches to pedagogic research and proposes three fruitful questions to aid the development of pedagogic research.
Kreber, C. (2006). Journal of Scholarship of Teaching and Learning, 6(1), 88–109.
Following a cognitive-developmental perspective, the Scholarship of Teaching & Learning is understood as a process of knowledge construction whereby knowledge claims are validated through reflection on teaching experience and educational theory. These reflective processes can be documented and peer reviewed. Teaching portfolios allow for the documentation of indicators of reflection.
Benander, R. (2009). Journal of the Scholarship of Teaching and Learning, 9(2), 36–41.
This essay reflects on the practice of experiential learning as a mode of
inquiry in the scholarship of teaching and learning.
Booth, A. (2004). Arts and Humanities in Higher Education, 3, 247–266.
This article challenges this prevailing scholarly orthodoxy, and explores recent efforts to forge a more flexible conception of disciplinary scholarship that can address and acknowledge teaching and learning in a more serious fashion.
Boyd, J. (2004). Communication Education, 53, 340–347.
Based on extant pedagogical and research applications of fiction to communication studies, this essay argues that fiction not only engages students and entices them to read, but also builds critical thinking and writing skills.
Gittens, W. (2007). International Journal for the Scholarship of Teaching and Learning, 1(1).
This paper examines the shifting discourse in college teaching that emphasizes student learning and excellence in teaching, including implications resulting from this shift.
Kreber, C. (2007). International Journal for the Scholarship of Teaching and Learning, 1(1).
Higher education ‘for all’ involves changing traditional approaches to teaching and assessment practices so that not only ‘all’ get admitted into our programs but ‘all’ also have a fair chance to succeed.
Boshier, R. (2009). Higher Education Research & Development, 28, 1–15.
Advocates have difficulty convincing colleagues Scholarship of Teaching and Learning (SoTL) is a worthwhile use of time and resources. This article highlights problems impeding SoTL.
Streaming Video in which "Moving toward the goal of key understandings across the academic, artistic, and even moral domains, Gardner demonstrates the four necessary components of educating for understanding."