ABSTRACT
Ultimately, to fulfill its goal of building a body of knowledge, SoTL projects are made public in a variety of forms, ranging from objective and measurable forms of evaluation to qualitative and quantitative studies. Some faculty and departments are explicit about teaching their students to think more like disciplinary experts, whereas others focus on disciplinary content and related skills, with expert thinking an implicit goal. The concept of signature pedagogies builds on widely accepted assumptions about what leads to significant learning. Most of the debates about higher education in the United States have focused on the curriculum, or what is taught. Boyer’s (1990) somewhat incendiary Scholarship Reconsidered used the phrase “scholarship of teaching” and was the first loud voice to suggest that “scholarship” be expanded to include the work done on teaching and learning. The chapter also presents an overview on the key concepts discussed in this book.
