Adopting a Scholarship of Teaching and Learning Mindset at the College Level
A Structured Approach for Reflecting on One’s Teaching Practices
The Scholarship of Teaching and Learning (SoTL), a movement that has been making inroads in higher education for some聽30 years (Boyer, 1990), is particularly dynamic in the United States, the United Kingdom, Australia and Western Canada,聽but still quite new to Quebec, particularly at the college level. Teachers who engage in a SoTL approach rigorously and聽systematically study a perceived concern or dissatisfaction in one of their courses, in order to improve or facilitate learning聽among their students. For the process to be complete, it is important to share the results with disciplinary or pedagogical聽peers. It is a form of professional development focused on an individual project that leads to the consolidation or renewal of聽pedagogical practices and, eventually, to the enrichment of educational-based knowledge through the sharing of information.
With the goal of promoting the SoTL mindset at the college聽level through sustained support, a project was set up at Cegep聽Champlain 鈥� St. Lawrence, in collaboration with the Association聽qu茅b茅coise de p茅dagogie coll茅giale (AQPC) and the Association聽pour la recherche au coll茅gial (ARC).1 This pilot project provided聽a framework and a support team that allowed five selected聽teachers to develop, validate or update a teaching practice by聽addressing a pedagogical or techno-pedagogical issue they聽had encountered in their respective courses.
贵谤辞尘:听 vol. 32, no聽2 winter 2019
