The Scholarship of Teaching and Learning In and Across the Disciplines
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The scholarship of teaching and learning (SoTL) began primarily as a discipline-based movement, committed to exploring the signature pedagogical and learning styles of each discipline within higher education, with little exchange across disciplines. As the field has developed, new questions have arisen concerning cross-disciplinary comparison and learning in multidisciplinary settings This volume by a stellar group of experts provides a state-of-the-field review of recent SoTL scholarship within a range of disciplines and offers a stimulating discussion of critical issues related to interdisciplinarity in teaching, learning, and SoTL research.
Stylus. Gurung, Regan A., and Beth M. Schwartz. 2010. “Riding the Third Wave of SOTL.” International Journal of the Scholarship of Teaching and Learning 4, no. 2. http://www.georgiasouthern.edu/ijsotl. Huber, Mary Taylor. 2009. “Teaching Travels: Reflections on the Social Life of Classroom Inquiry and Innovation.” International Journal for the Scholarship of Teaching and Learning 3, no. 2. http://www.georgiasouthern.edu.ijsotl. Huber, Mary Taylor, and Pat Hutchings. 2005. The Advancement of
for the Scholarship of Teaching and Learning 4, no. 2: 1–14. http://academics.georgiasouthern.edu/ijsotl/v4n2 .html. McLaren, Peter. 1995. “White Terror and Oppositional Agency: Towards a Critical Multiculturalism.” In Multiculturalisms, ed. David Theo Goldberg, 45–74. Cambridge: Blackwell. Nelson, Craig E. 1999. “On the Persistence of Unicorns: The Trade-off between Content and Critical Thinking Revisited.” In The Social Worlds of Higher Education: Handbook for Teaching in a New Century, ed.
September. Tatum, Beverly Daniel. 1997. Why Are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations about Race. New York: Basic/Perseus Books. Weimer, Maryellen. 2006. Enhancing Scholarly Work on Teaching and Learning: Professional Literature that Makes a Difference. San Francisco: Jossey-Bass. Wypijewski, JoAnn. 1999. “A Boy’s Life.” Harper’s, September. CHAPTER 2 Contributions from Psychology: Heuristics for Interdisciplinary Advancement of SOTL REGAN A. R. GURUNG
interdisciplinary field. Yet entrée remains an issue because, as several essays in this volume remind us, the disciplines (and subdisciplines) are differently positioned visà-vis the emergent “core” of the field. Speaking as a humanist, Nancy Chick expresses concern that the growing dominance of social science approaches in the scholarship of teaching and learning can leave humanists feeling left out. In fact, she argues, literary studies has much to offer: concepts that can “negotiate” the
your students when you were speaking earlier about students choosing what images they were going to use for their poster, and those choices becoming points of dialogue for them. Similarly, how did your 176 • SOTL ACROSS THE DISCIPLINES students feel when given the importance of the written word for their argument; they did not have that familiar format anymore? DR: There was a mixture of reactions. Some students, similar to yours, were freed from that convention. In interviews, some of them