Scholarship of Teaching in the University of Granada
Scholarship of Teaching and Learning
But, like demand the European Higher Education Area (EHEA), the qualitative improvement of the higher education requires to get into focus “on the learning of the students”. The quality of teaching and learning in universities has received much attention over the past fifteen years. More recently, however, a slightly different agenda has arisen. This agenda focuses not just on teaching but on teaching as scholarship. The framework of the “ Scholarship of Teaching and Learning” (hereafter SoTL) represents a the new agenda about quality of teaching and learning at the international level. The SoTL has recently emerged as an important international movement in Higher Education. However, in Spain has not had impact. It is not known.
The teaching as scholarship promoted an expanded vision of the work and value of the teaching. The scholarly work on teaching and learning holds much promise for improving the quality of teaching and learning in higher education, grounding instructional practice in a knowledge base, professionalizing the field, and valuing and rewarding university teaching. The scholarship of teaching and learning focuses on systematic inquiry into teaching and learning issues with the goal of improving teaching through enhanced understanding of how students learn.
The scholarship of teaching and learning (SoTL), as our Research Project, intends to open prominent lines research in significant dimensions about teaching and learning in the different academic disciplines and subjects (Huber & Morreale, 2002). The SoTL is a way to promote the university teaching and to situate it al same level that the remaining functions (mainly the research). Founded on the work of Ernest Boyer (1990), this movement seeks to support faculty who are interested in bringing a scholarly approach to their teaching practice. Faculty who are engaged in the SoTL study the impact of their teaching on student learning, respond to the results in meaningful ways, and disseminate their findings.
The roots began in the United States when Ernest Boyer (1990), past President of the Carnegie Foundation, published “Scholarship Reconsidered” and of a follow-up report, “Scholarship Assessed: Evaluation of the Professoriate (Glasick et al. , 1997), have been incorporated into a project called the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL [3] ). Lee Shulman (2004), present President of the Carnegie Foundation, recently has published as book the collection of essays on higher Education: “Teaching as Community Property”.
As it is known, Boyer define what