CELT News

Watch for info about Teaching and Learning Academy, Teaching Partners Program, and SoTL Scholars!

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We will be sharing the 2021-2022 information for the following programs in the upcoming weeks:
  • SoTL Scholars is a year-long program that provides a framework and mentorship to help a faculty member (term, tenure-track, tenure) complete a scholarship of teaching and learning (SoTL) research project.
  • Teaching and Learning Academy is a year-long program that addresses course design, evidence-based teaching strategies, inclusive classroom practices, peer-review of teaching, and documentation of teaching effectiveness. Local experts on college teaching and learning will lead sessions during the academy. Instructors from all disciplines are encouraged to apply for this cohort-based teaching and learning community.
  • Teaching Partners Program matches two or three second- or third-year tenure-track faculty or term faculty with a senior faculty member (a successful, experienced teacher) from another discipline.

These programs are led by CELT Faculty Fellows and provide important professional development opportunities related to teaching and the scholarship of teaching and learning. Add a line on your curriculum vita, new knowledge, and new connections!

Framing How You Think About Your Teaching

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A recent article published by Kern, et al. (2015) provides insightful consideration of the role the scholarship of teaching and learning (SoTL) plays in the academy. The authors state the goal of the paper is “to present a model to assist both faculty and administrators with appropriately positioning SoTL’s role within the academic missions of universities.” As part of their research the authors conceptualized teaching related activities using two dimensions resulting in four quadrants. These quadrants include: “the practice of teaching, sharing about teaching, scholarly teaching, and scholarship of teaching and learning”. The quadrants combine to create the DART Matrix and each quadrant includes an array of activities and outputs that relate to the quadrant title. I found that the concept and the matrix itself helped me re-frame how I think about my teaching. The article reference is below, and I think it is well worth the time to read.

On November 3rd, Sara Marcketti Professor and CELT Associate Director for SoTL, is leading a session on the DART Matrix. In this session, she will guide participants through a reflective exercise to consider the teaching activities they are currently engaged in and how they may further develop their teaching or SoTL practice in the future. Additionally, she will describe how faculty might use the DART matrix to document their teaching. To participate visit Documenting Your Teaching using the DART Matrix website.

We hope to see you there.

Ann Marie VanDerZanden, Director
Center for Excellence in Learning and Teaching

Reference
Kern, B., Mettetal, G., Dixson, M., & Morgan, R. K. (2015). The role of SoTL in the academy: Upon the 25th anniversary of Boyer’s scholarship reconsidered. JoSoTL Journal of the Scholarship of Teaching and Learning, 15(3), 1. doi:10.14434/josotl.v15i3.13623 Retrieved from http://josotl.indiana.edu/article/view/13623

“Drawing” your own conclusions: Sketchnoting as a pedagogical tool for teaching ecology (Miller Faculty Fellowship)

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Congratulations to Ann M. Gansemer-Topf, Verena Paepcke-Hjeltness, Ann E. Russell, and James Schiltz, 2018-2019 Miller Faculty Fellowship Grantees, on their recent journal article, “Drawing” your Own Conclusions: Sketchnoting as a Pedagogical Tool for Teaching Ecology (PDF)” in Innovative Higher Education.

Gansemer-Topf, A.M., Paepcke-Hjeltness, V., Russell, A.E., & Schlitz, J. (2021, March 10).  “Drawing” your Own Conclusions: Sketchnoting as a pedagogical tool for teaching ecology. Innovative Higher Education. https://doi.org/10.1007/s10755-020-09542-6

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