This conceptual study argues that the scholarship of teaching is not just an evidence-based but also a virtues-based practice. To this end, it pursues two interrelated objectives. First, it seeks to show that the scholarship of teaching is supported by the "intellectual" virtues of "episteme" (theoretical knowledge),…

Initiatives intended to support and advance the "scholarship of teaching" have become common in Canada as well as internationally. Nonetheless, the notion of a scholarship of teaching remains contested and has been described as under-theorized. In this conceptual study, I contribute to the ongoing "theory debate" in the…

In discussing personal stances professionals might take towards their practice, Hoyle contrasts two orientations that can be placed at the ends of a continuum. The first pole, the so-called "restricted" stance, is characterised by teachers relying principally on experience and intuition, and focusing on daily classroom practicalities.…

In this keynote speech, the author talks a little bit in relation Brad Wuetherick's keynote presentation. Brad talked about various ways of involving students in research-type activities, or the various ways in which the student learning experience can be enhanced by involving students in research. The general theme of this conference, of course,…

Analyzes excellence in teaching, expertise in teaching, and the scholarship of teaching according to the nature and sources of knowledge construction underlying each. Illustrates the differences with practical examples. Asserts that excellence in teaching and the scholarship of teaching are both important but should be recognized and rewarded in…

Assessed the outcomes of a university course on learning to teach in higher education based on a model of teaching-scholarship. Found that after completing the course, participants' thinking about teaching demonstrated greater integration of various aspects of teaching-scholarship. (EV)

This article explores the meaning of the scholarship of teaching and learning and describes how the concept has evolved over time. It then discusses how the scholarship of teaching and learning might contribute to developing effective online learning and, reciprocally, how online learning might change and advance the scholarship of teaching and…

Built on results of a previous Delphi study to compare the opinions of "experts" in the scholarship of teaching to those of other college faculty (with expertise in different areas). "Regular" academic staff were more likely to associate the scholarship of teaching with good or effective teaching. (SLD)

Using the Delphi survey method, identified the extent to which a panel of 11 experts in teaching and learning in higher education agree on the features and unresolved issues associated with the scholarship of teaching, and how these compare to perspectives discussed in relevant higher education literature. (EV)

It is argued in this article that, despite a steadily expanding literature on the scholarship of teaching, important questions regarding the purpose of the movement have not been sufficiently addressed, and, as such, the scholarship of teaching movement has not yet fully realized its potential to become a catalyst for curricula changes in higher…

Reflection on teaching in higher education remains poorly understood. This exploratory study had three goals. First, to test, empirically yet in an exploratory way, the applicability of a particular model of reflection. Second, to identify objective indicators of reflection on knowledge about teaching with the intent to make the process of…

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…