Exploring a New Model and Approach to the Scholarship of Teaching: The Scholarship Teaching Academy

dc.creator	Fay Patel
dc.date	2010-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:22:14Z
dc.date.available	2015-07-20T22:22:14Z
dc.identifier	http://dx.doi.org/10.5206/cjsotl-rcacea.2010.1.3
dc.identifier	1918-2902
dc.identifier	https://doaj.org/article/b8b684f7d3a14a2ab608018dc4fd375c
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20597
dc.description	The Scholarship of Teaching (SoT) has been researched and investigated over the decades from multiple perspectives. When accessing and engaging the SoT discourse, one has to understand both what the scholarship of teaching is and how it evolved. It is through a critical examination of the diverse range of models and approaches to SoT that one may begin to understand the complex factors involved in shaping the discourse. The plus side to all this is that even though we have multiple definitions and working descriptions of the scholarship of teaching, it remains an evolving area of study. In this paper, I examine several models and approaches and propose a new model: the scholarship teaching academy. Within the broad context of the discussion on SoT, pertinent issues related to access to the scholarship discourse and empowerment of early to mid-career academics is assessed. The scholarship teaching academy responds to the needs of a growing diverse demographic population and to the changing culture of institutions by granting access to early and mid-career academics and also empowering them through the provision of resources and support structures such as mentoring programs.Depuis des dizaines d’années, l'avancement des connaissances en enseignement (ACE) a fait l’objet de recherches et d’études utilisant des perspectives multiples. Lorsqu’on aborde le discours sur ce sujet ou lorsqu’on y participe, il faut comprendre de quoi il s’agit et comment cette discipline a évolué. Pour comprendre les facteurs complexes qui façonnent le discours, il faut procéder à un examen critique des divers modèles et approches du concept d'avancement des connaissances en enseignement (ACE). L’aspect positif est que malgré les multiples définitions et descriptions de travail existantes, cette discipline continue à être un champ d’étude en évolution. Dans cet article, j’examine plusieurs modèles et approches et propose un nouveau modèle : l’institut de l’ACE. Dans le cadre élargi de la discussion sur cette discipline, j’évalue les sujets pertinents liés à l’accès au discours portant sur ce sujet et au renforcement des capacités des enseignants universitaires qui sont au début ou au milieu de leur carrière. L’institut de l’ACE répond aux besoins d’une population croissante et diversifiée sur le plan démographique et à la culture changeante des institutions en garantissant un accès aux enseignants au début ou au milieu de leur carrière et en renforçant leurs capacités par l’entremise de ressources et de structures de soutien comme les programmes de mentorat.
dc.language	English
dc.language	French
dc.publisher	Society for Teaching and Learning in Higher Education
dc.relation	http://ir.lib.uwo.ca/cjsotl_rcacea/vol1/iss1/3
dc.relation	https://doaj.org/toc/1918-2902
dc.source	Canadian Journal for the Scholarship of Teaching and Learning , Vol 1, Iss 1 (2010)
dc.subject	scholarship of teaching
dc.subject	inclusiveness
dc.subject	empowerment
dc.subject	interdisciplinary
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Exploring a New Model and Approach to the Scholarship of Teaching: The Scholarship Teaching Academy
dc.type	article