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STLHE 2015 has ended
Achieving Harmony: Tuning into Practice
Wednesday, June 17 • 4:00pm - 5:30pm
POSTER.21 - Expose yourself to the scholarship of teaching and learning

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Forms of research, like human bodies, have multiple entry points which, when identified and understood, can be used to ease the transition into new fields of research. In this poster, we will use the human body as a metaphor to explain how researchers from diverse disciplines can use familiar entry points to ease their transition into the scholarship of teaching and learning (SoTL). As a universal and inherently meaningful feature of life for necessarily embodied human beings, the body is a uniquely relatable metaphorical source of identity. In academia, our identities as researchers are similarly crucial to our sense of who we are and how we navigate and explore our own and other disciplines.

This poster highlights visual representations of the connections between the elements and systems of research with their analogues in the human body, as well as the connections between systems within each member of that metaphorical pair. For example, in the body, two of the digestive system’s primary functions are to absorb nutrients and eliminate waste; comparatively, when we, as researchers, are sifting through countless books and articles in search of evidence, it is imperative we are critical and efficient – absorbing the good, and eliminating the bad. Entry points, system elements, means and types of connections, and functions will be represented to help those entering SoTL better situate themselves in this new field, along the way demystifying its vocabulary and expectations, making it less intimidating and more accessible.

Boyer, E.L. (1990). Scholarship reconsidered: Priorities of the professoriate. New Jersey: The Carnegie Foundation for the Advancement of Teaching.

Hutchings, P. & Shulman, L.S. (1999). The scholarship of teaching: New elaborations, new developments. Change, September/October, 1999, 10‐15.

Meyer, J. & Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practicing within the disciplines. Occasional Report No 4, Enhancing Teaching-Learning Environments in Undergraduate Courses Project, Universities of Edinburgh, Coventry and Durham.

Shulman, L.S. (2000). Inventing the future. In P. Hutchings (Ed.), Opening lines: Approaches to the scholarship of teaching and learning. Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching.


Wednesday June 17, 2015 4:00pm - 5:30pm
Bayshore Foyer

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