Experiences with Supporting Teachers with Scholarship of Teaching and Learning at a Research-Intensive University: Lessons Learned

Scholarship of Teaching and Learning (SoTL) is a fast-maturing field of study within many research-intensive universities. SoTL improves the quality of teaching, the professional development of teachers, and the recognition and appreciation of education. To encourage SoTL, it is important to know how to support teachers. This study describes two pilot initiatives with the goal to encourage and support teachers at a research-intensive university with their first SoTL project. In both pilots, a community of practice (CoP) approach was used. The experiences with the pilots were investigated with questionnaires and interviews. Based on the feedback of participants, albeit with some caution because of the relatively small sample size of this study, suggestions for future initiatives that support teachers new to SoTL at research-intensive institutes are: 1) the use of a combination of a CoP and individual guidance by experienced SoTL facilitators; 2) the creation of opportunities for formal and informal interaction to strengthen the CoP; 3) encouraging participants to work together on (shared) aligned projects; 4) the provision of structured course elements with guided discussions; 5) the provision of theoretical support regarding the principles of SoTL, for example, finding and interpreting literature, formulating a research question, and choosing the research methodology; 6) structure the inclusion of students’ participations, perspectives, and roles in SoTL; 7) some form of obligation, such as an official status of the initiative; and 8) institutional support, such as providing recognition, time, and financial support. The lessons learned in this study have relevance for all universities seeking to embrace, encourage, and support SoTL, especially for those initiating their first SoTL-supporting activities

Writing your senior teaching application (SKO): tips and tricks

At Utrecht University (UU), academics applying for a senior qualification in teaching (SKO) have very different experiences and CV’s. Academics make their own choices in their personal development and specialise in different aspects of Teaching and Learning. Some choose tasks (or are asked to perform tasks) in the area of organisation and management, while others show a special interest in developing their teaching and take colleagues along in educational innovation. If these tasks are performed at “senior” level, all these academics are eligible to apply for an SKO. Their different and unique experiences will result in a very personal portfolio. It is, amongst others, for this reason that (for most departments and Faculties) no examples of, or structured guidelines for, SKO portfolios are provided. This document is aimed at academics working towards their SKO application. It provides ideas and tips to clarify what is expected for an SKO and to ease the process of writing a portfolio. As a basis, we use the criteria in the UU framework for teaching qualifications (https://intranet.uu.nl/en/basic-teaching-qualification-senior-teaching-qualification – new version of the criteria to be expected in 2021), and our experience since 2014 as consultants, mentors and assessors for colleagues working on their SKO portfolio

Writing your senior teaching application (SKO): tips and tricks

At Utrecht University (UU), academics applying for a senior qualification in teaching (SKO) have very different experiences and CV’s. Academics make their own choices in their personal development and specialise in different aspects of Teaching and Learning. Some choose tasks (or are asked to perform tasks) in the area of organisation and management, while others show a special interest in developing their teaching and take colleagues along in educational innovation. If these tasks are performed at “senior” level, all these academics are eligible to apply for an SKO. Their different and unique experiences will result in a very personal portfolio. It is, amongst others, for this reason that (for most departments and Faculties) no examples of, or structured guidelines for, SKO portfolios are provided. This document is aimed at academics working towards their SKO application. It provides ideas and tips to clarify what is expected for an SKO and to ease the process of writing a portfolio. As a basis, we use the criteria in the UU framework for teaching qualifications (https://intranet.uu.nl/en/basic-teaching-qualification-senior-teaching-qualification – new version of the criteria to be expected in 2021), and our experience since 2014 as consultants, mentors and assessors for colleagues working on their SKO portfolio

Implementation of Competency-Based Pharmacy Education (CBPE)

Implementation of competency-based pharmacy education (CBPE) is a time-consuming, complicated process, which requires agreement on the tasks of a pharmacist, commitment, institutional stability, and a goal-directed developmental perspective of all stakeholders involved. In this article the main steps in the development of a fully-developed competency-based pharmacy curriculum (bachelor, master) are described and tips are given for a successful implementation. After the choice for entering into CBPE is made and a competency framework is adopted (step 1), intended learning outcomes are defined (step 2), followed by analyzing the required developmental trajectory (step 3) and the selection of appropriate assessment methods (step 4). Designing the teaching-learning environment involves the selection of learning activities, student experiences, and instructional methods (step 5). Finally, an iterative process of evaluation and adjustment of individual courses, and the curriculum as a whole, is entered (step 6). Successful implementation of CBPE requires a system of effective quality management and continuous professional development as a teacher. In this article suggestions for the organization of CBPE and references to more detailed literature are given, hoping to facilitate the implementation of CBPE

Utrecht Roadmap for Scholarship of Teaching and Learning

The Utrecht Roadmap for Scholarship of Teaching and Learning is a useful tool that can help you with systematically investigating your own teaching practice. In eight steps you will be stimulated to think critically about the way you organise your teaching and the eff ect this has on your students’ learning. Relevant information, tips, and targeted questions help you, in a structured manner, to turn your ideas into practice-oriented research. The aim is to increase your knowledge of your students’ learning or to improve your teaching. The tool is developed by education experts at the Utrecht University and based on their teaching experience, knowledge of theories on education and executing practice-oriented research based on the principles of Scholarship of Teaching and Learning (SoTL). This tool has been developed for everyone who wants to professionalise as a teacher and who wants to optimise their own teaching practice. The only thing you need to do is start at step one

Implementation of Competency-Based Pharmacy Education (CBPE)

Implementation of competency-based pharmacy education (CBPE) is a time-consuming, complicated process, which requires agreement on the tasks of a pharmacist, commitment, institutional stability, and a goal-directed developmental perspective of all stakeholders involved. In this article the main steps in the development of a fully-developed competency-based pharmacy curriculum (bachelor, master) are described and tips are given for a successful implementation. After the choice for entering into CBPE is made and a competency framework is adopted (step 1), intended learning outcomes are defined (step 2), followed by analyzing the required developmental trajectory (step 3) and the selection of appropriate assessment methods (step 4). Designing the teaching-learning environment involves the selection of learning activities, student experiences, and instructional methods (step 5). Finally, an iterative process of evaluation and adjustment of individual courses, and the curriculum as a whole, is entered (step 6). Successful implementation of CBPE requires a system of effective quality management and continuous professional development as a teacher. In this article suggestions for the organization of CBPE and references to more detailed literature are given, hoping to facilitate the implementation of CBPE

Designing and implementing an inquiry-based undergraduate curriculum in pharmaceutical sciences

To fulfill the requirements of the work field for creative, innovative, pharmaceutical scientists the Science Faculty of Utrecht University, The Netherlands, has designed and implemented a new bachelor program: The College of Pharmaceutical Sciences. A deliberate choice was made for a didactic approach of research-based, inquiry-based education in an authentic context throughout the whole curriculum. To further improve motivation of learning of students, autonomy and scaffolding were introduced. The first results show that the curriculum is successfully implemented and experienced positive by the students and teachers

Writing your senior teaching application (SKO): tips and tricks

At Utrecht University (UU), academics applying for a senior qualification in teaching (SKO) have very different experiences and CV’s. Academics make their own choices in their personal development and specialise in different aspects of Teaching and Learning. Some choose tasks (or are asked to perform tasks) in the area of organisation and management, while others show a special interest in developing their teaching and take colleagues along in educational innovation. If these tasks are performed at “senior” level, all these academics are eligible to apply for an SKO. Their different and unique experiences will result in a very personal portfolio. It is, amongst others, for this reason that (for most departments and Faculties) no examples of, or structured guidelines for, SKO portfolios are provided. This document is aimed at academics working towards their SKO application. It provides ideas and tips to clarify what is expected for an SKO and to ease the process of writing a portfolio. As a basis, we use the criteria in the UU framework for teaching qualifications (https://intranet.uu.nl/en/basic-teaching-qualification-senior-teaching-qualification – new version of the criteria to be expected in 2021), and our experience since 2014 as consultants, mentors and assessors for colleagues working on their SKO portfolio

Utrecht Roadmap for Scholarship of Teaching and Learning

The Utrecht Roadmap for Scholarship of Teaching and Learning is a useful tool that can help you with systematically investigating your own teaching practice. In eight steps you will be stimulated to think critically about the way you organise your teaching and the eff ect this has on your students’ learning. Relevant information, tips, and targeted questions help you, in a structured manner, to turn your ideas into practice-oriented research. The aim is to increase your knowledge of your students’ learning or to improve your teaching. The tool is developed by education experts at the Utrecht University and based on their teaching experience, knowledge of theories on education and executing practice-oriented research based on the principles of Scholarship of Teaching and Learning (SoTL). This tool has been developed for everyone who wants to professionalise as a teacher and who wants to optimise their own teaching practice. The only thing you need to do is start at step one