Mapping advocacy and outreach for the Scholarship of Teaching and Learning

Authors

  • Mary Taylor Huber Carnegie Foundation
  • Jennifer Meta Robinson Indiana University

DOI:

https://doi.org/10.20343/teachlearninqu.4.1.3

Keywords:

Scholarship of Teaching and Learning, Advocacy, Outreach, Audiences, Policy, SoTLscape, Matrix

Abstract

From early days, SoTL scholars have documented the “small significant networks” (Roxå and Mårtensson’s term) in which colleagues discuss teaching in local gatherings, as well as in broadly attended conferences and publications. Recent ISSOTL discussions recognize the significance of efforts at this scale and seek to situate them in a larger SoTL landscape, or SoTLscape, of advocacy and outreach activities in the field. In this essay, we present a matrix of possible audiences as an aid to seeing where scholars of teaching and learning are more—and less—active as advocates for SoTL and for positions on pedagogy, curricula, and student success supported by SoTL research. Beyond mapping current activity and looking for gaps, we suggest that the matrix could also help organize pithy accounts of practice into a resource that would stimulate imagination about how scholars of teaching and learning could be more effective as advocates both near to and far from their campus and disciplinary homes.

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Author Biographies

Mary Taylor Huber, Carnegie Foundation

Mary Taylor Huber is senior scholar emerita at the Carnegie Foundation for the Advancement of Teaching and senior scholar with the Bay View Alliance.

Jennifer Meta Robinson, Indiana University

Jennifer Meta Robinson is professor of practice in Anthropology at Indiana University and past president of the International Society for the Scholarship of Teaching and Learning.

References

Besteman, C. (2013). Three reflections on public anthropology. Anthropology Today, 29 (6), 3-6.

Cambridge, B. (2004). Campus progress: Supporting the scholarship of teaching and learning. Washington, D.C.: American Association of Higher Education.

Hutchings, P., Huber, M. T., & Ciccone, A. (2011). The scholarship of teaching and learning reconsidered: Institutional integration and impact. San Francisco, CA: Jossey-Bass. ISSOTL Advocacy and Outreach. Retrieved from http://www.issotl.com/issotl15/node/141. Accessed February 16, 2016.

Robinson, J. M., & Nelson, C. E. (2003). Institutionalizing and diversifying a vision of scholarship of teaching and learning. Journal on Excellence in College Teaching, 14, 95-118.

Roxå, T., & Mårtensson, K. (2009). Significant conversations and significant networks—Exploring the backstage of the teaching arena. Studies in Higher Education, 34(5), 547-559.

Shulman, L.S. (1993). Teaching as community property: Putting an end to pedagogical solitude. Change 25(6), 6-7.

Smith, M.B. (2010). Local environmental history and the journey to ecological citizenship. In M B. Smith, R. S. Nowacek, & J. L. Bernstein (Eds.), Citizenship across the curriculum (pp. 165-184). Bloomington, IN: Indiana University Press.

Smith, M.B. (2014). Local environmental history and the journey to ecological citizenship. Taproot, 23(2), 12-20.

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Published

2016-03-01

How to Cite

Huber, Mary Taylor, and Jennifer Meta Robinson. 2016. “Mapping Advocacy and Outreach for the Scholarship of Teaching and Learning”. Teaching and Learning Inquiry 4 (1):4-7. https://doi.org/10.20343/teachlearninqu.4.1.3.