The scholarship of teaching and learning as part of the academic profession – variations and challenges
This year’s keynote speaker is Åsa Lindberg-Sand, docent at the Department of Educational Sciences and the Division for Higher Education Development at Lund University.
The presentation will be given in Swedish.
Åsa will be talking about:
Despite that fact that all employments in higher education requiring scientific competence are termed ”teachers, ” everybody who works in the field knows that what most often carries the most weight are the scientific merits. The term of ”teachers” can, therefore, be perceived as somewhat hollow from the inside. But as the quality of the teaching entirely depends on skilled teaching achievements and good pedagogical leaderhisp, there have, during the last decades, appeared different compensating systems for the support of pedagogical skills in other ways: special pedagogical qualifications, pedagogical academies, conferences and publishing possibilities. After Boyer’s input in the beginning of the 1990’s, the greater part of these initiatives have drawn their perspective from one of the four parts of the entire academic profession which he pointed out: The scholarship of teaching (and learning, which has been added later – SoTL). In my presentation, I will reason about the interplay between that which can be included in scholarship of teaching and learning and what the totality of the academic profession requires, with a starting point in the SUHF report about education in teaching and learning in higher education which will be published during this spring. The focus will lie on how variations in the scholarship of teaching and learning interplay with other demands in the academic profession. Is there a risk that we are delimiting the scholarship of teaching and learning too clearly and too narrowly?