Reflection and SoTL ::putting reflection (back) on faculty radar

Reflection was introduced into educational institutions to encourage students to seek beyond the descriptive and simple response toward critical, deep thinking, and effectively make better choices. It is also an integral part of the structured inquiry of one's teaching through the Scholarship of Teaching and Learning (SoTL). Based on Dewey and Schön's foundation of reflection as linked to actions undertaken in apprentices' daily tasks, this chapter attempts to dispel common misconceptions related to reflection to show that reflection can and should be encouraged by all stakeholders in educational programs regardless of the discipline, level, or type of study. A Reflection Radar has been created to identify reflective practices in teaching and learning. The chapter concludes with how reflection through SoTL can and should be implemented as a solid, formative pedagogical tool at all levels of education and contribute to the scholarship of teaching and learning for all educators

Enabling Scholarship of Teaching and Learning Activities Across a Curriculum Design Framework: A Lever for Faculty Engagement

This chapter outlines the multiple ways in which Scholarship of Teaching and Learning (SoTL) activities might be activated and/or realized through the processes of curriculum and learning design of a degree program. Key dual enablers for these activities are an underpinning curriculum framework, bringing a series of defined developmental steps each underpinned by SoTL, and the Curriculum Design Studio construct as a vehicle for collaborative ways of working between staff, including academics and curriculum designers and students. Drawing on evidence from the practices of four curriculum designers, examples are presented across a wide range of disciplinary areas. In many instances, SoTL not only brings an evidence base to the work, but also the potential for research outputs, thus becoming a useful lever for academic staff to engage in ongoing curriculum design discussions and evidence-informed practice. Such activities serve to mitigate against acknowledged challenges faced by academics such as lack of adequate time for such activities and the pressure to produce research outputs