Rajesh Kumar SharmaAssistant Professor

Himalayan College of NursingSwami Rama Himalayan University, Dehradun

Scholarly Teaching

One can be a Teacher

Good/Excellent Teaching

Seven principles for good practice include:- Chickering and Gamson‘s (1987)

1 Contact between faculty and students2 Cooperation among students3 The use of active learning techniques4 Prompt feedback5 Time spent on task6 High expectations7 Respect for diverse ways of learning

Good/Excellent Teacher

Scholarly Making Use of Knowledge

Scholarship Producing the knowledge

Nursing Academic Nursing Se

rvice

Nursing Research

SCHOLARLY TEACHING

“Scholarly” Teacher

• Basing one’s teaching on best practices, and state-of the-art knowledge and skills(EBNE)

• Critically appraise others’ & own situation• It is closely related to reflective practices

Teacher/Excellent Teacher

Scholarly Teacher

Boyer 1990; Glassick 1997

Scholar Teaching

Consulting the literature,Selecting and applying appropriate

information to guide the teaching and learning experience,

Conducting systematic observations, Analyzing the outcomes, Obtaining peer evaluation of classroom

performance

Richlin, 2001 & McKinney, 2007

Benefits of Scholarly Teaching

• Training, growth, and development in the area of teaching and learning in nursing.

• Support and provide evidence of teaching effectiveness in tenure and promotion portfolios.

• Improve graduate students’ career prospects

Purpose of Scholarly Teaching

The purpose of scholarly teaching is to affect and Improve the activity of teaching and the resulting maximum learning.

(Richlin & Cox, 2004, p.127).

Scholarship in Teaching Work on teaching that is public, is

critically peer reviewed and evaluated, and used and on by colleagues.

A Teaching Hierarchy: Where are YOU?

SoTL

Going Through Motions

Good TeachingScholarly Teaching

The scholarship of teaching has two main components.

1. Use of creativity to develop original materials … that can be used beyond the boundaries of an individual instructor.

2. The second component, a systematic evaluation of teaching and learning, can involve both informal and traditional research on teaching and learning, or curriculum related issues. Both research approaches require in-depth understanding of the literature, critical reflection, and sharing through publication (Allen & Field, 2005, p.1).

Scholarship in Teaching

• Tangible Product, such as journal article, a book, a presentation, or an endurable educational product.

• Of new knowledge or its presentation• That was peer reviewed and• Publicly disseminated ………can learn from, build upon

Diamond: the disciplines speak: rewarding the scholarly Professional and creative work of faculty, 1995.

4….3 Types of Scholarship

• Discovery new knowledge of discipline, original research;

• Integration synthesizing a topic, linking disciplines;

• Application applying knowledge to consequential problems;

• Teaching

Boyer, 1990 & Fincher, 2006

Scholarship of Discovery

• Obtain new knowledge within a discipline• Exploring systematically the frontiers of

knowledge…..original researchE.g. - Case specificity v/s Question within case

specificity (Norman et al)http://www.ncbi.nlm.nih.gov/pubmed/16836533

Scholarship of integration

• Synthesizing, making connections among discoveries, within and across disciplines and their boundaries

• Drawing together, providing new insights about original research; placing into a broader context

E.g. Measuring professionalism: Factors affecting nurses performance ( Awases et al)

Scholarship of application

• Applying knowledge to solve consequential, important problems; practical problems provide the stimulus for research & development

• Bridging theory and practice

Discovery-Integration-Application

D

IA

3 Types of Scholarship

• Discovery

• Integration

• Application

• Teaching

Boyer, 1990 & Fincher, 2006

The Big Picture

Scholarly Teaching

Teaching

Teaching Excellent Teaching1

3

2

Scholarship of Teaching

Discovery Integration ApplicationFincher & Work, Med. Ed., 2006

Scholarly Teaching

Teaching

Teaching Excellent Teaching1

3

2

Scholarship of Teaching

Discovery Integration ApplicationFincher & Work, Med. Ed., 2006

4

Evidence of scholarly teaching

It could include:Course development, Course redesign,Observation of teaching, Teaching projects,Teaching portfolios or course portfolios.

Student and peer evaluations provide additional information on teaching practices and student perceptions of learning.

Evaluation of scholarly teaching

Criteria for evaluating scholarly teaching could include: Evidence of clear goals, Adequate preparation, Appropriate choice of methods, Effective use of methods, Modifications of plans and procedures to meet changing

circumstances, demonstration of significant results, Effective presentation when teaching, and reflective

critique of performance.

Session Summary

So, Scholarly Teaching is not teaching with traditional based. It is a question that why I am using particular method with justification.

- It is driven by a desire to understand howstudents learn effectively and how teaching

influences this process

Lets Begin……..Scholarly Teaching