Using the DART Matrix to Document Your Teaching

An 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. Faculty who have used the this method found that the concept and the matrix itself helped to re-frame how to document teaching.

DART Matrix has four quadrants: Scholarly Teaching, Practice of Teaching, Sharing about Teaching, and Scholarship of Teaching and Learning. There are two double-headed arrows with systemic on the opposite end of informal, and public on the opposite end of private

Ideas for Documenting Teaching Checklist

The Ideas for Documenting Teaching checklist refers to many types of documentation from the perspective of the faculty member, colleagues, and students. Most teaching awards, annual evaluations, and promotion and tenure documents have guidelines telling you what you must include, but may allow for additional information. Provide explanations and examples as you are able. Do not assume that the reader will understand why items included demonstrate the quality and impact of your teaching. Download Ideas for Documenting Teaching Checklist (PDF) 263KB

 

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