BEGIN:VCALENDAR VERSION:2.0 PRODID:IEEE vTools.Events//EN CALSCALE:GREGORIAN BEGIN:VTIMEZONE TZID:Asia/Kolkata BEGIN:STANDARD DTSTART:19451014T230000 TZOFFSETFROM:+0630 TZOFFSETTO:+0530 TZNAME:IST END:STANDARD END:VTIMEZONE BEGIN:VEVENT DTSTAMP:20231104T052743Z UID:DCE27BD8-E60E-48DE-8F3D-F42424D64066 DTSTART;TZID=Asia/Kolkata:20231102T100000 DTEND;TZID=Asia/Kolkata:20231102T160000 DESCRIPTION:Introduction\n\nThe Scholarship of Teaching and Learning (SoTL) is a systematic inquiry into teaching and learning approaches and outcome s. It is a way for faculty to bring the same rigor and discipline to their teaching as they do to their research. SoTL can involve a variety of meth ods\, such as surveys\, interviews\, focus groups\, student work samples\, and classroom observations. The goal of SoTL is to improve student learni ng by generating new knowledge about teaching and learning and sharing tha t knowledge with others. SoTL is important for a number of reasons. First\ , it helps us to better understand how students learn. By conducting syste matic inquiry into our own teaching\, we can identify what works well and what needs improvement. This knowledge can then be used to design more eff ective teaching and learning experiences. Second\, SoTL helps us to develo p and share best practices. When we publish our findings in journals and p resent them at conferences\, we are contributing to a growing body of know ledge about teaching and learning. This knowledge can then be used by othe r faculty members to improve their own teaching. Third\, SoTL helps to rai se the status of teaching in higher education. By demonstrating that teach ing can be a scholarly activity\, SoTL helps to legitimize teaching as a c ore value of the academy. This can lead to more support for teaching and l earning initiatives\, and to a more respected role for faculty members as teachers.\n\nHere are some specific examples of SoTL projects:\n1) A facul ty member investigates the effectiveness of using different types of\nacti ve learning exercises in their classroom.\n2) A group of faculty members c ollaborate on a study to compare the\neffectiveness of different grading p ractices.\n3) A faculty member develops a new teaching method and uses SoT L to\nevaluate its impact on student learning.\n\nSoTL is an important way for faculty to improve their teaching\, develop best\npractices\, and rai se the status of teaching in higher education.\nIn addition to the benefit s listed above\, SoTL can also help faculty members to:\n5) Become more re flective practitioners.\n6) Develop new teaching skills.\n7) Become more e ngaged in their students' learning.\n8) Improve their communication skills .\n9) Build relationships with other faculty members.\nOverall\, SoTL is a valuable tool for faculty members who are committed to improving\ntheir t eaching and the learning of their students.\n\nMethodology\nThe Scholarshi p of Teaching and Learning (SoTL) is a systematic investigation of\nteachi ng and learning that is shared for review\, dissemination\, and possibly s ome\naction that changes what is done in the classroom. It is a relatively new field of\nscholarship\, but it has grown rapidly in recent years as m ore and more faculty\nmembers have come to see the value of using research methods to improve their\nteaching.\nSoTL can take many different forms\, but it typically involves one or more of the\nfollowing:\n1) Collecting a nd analysing data on student learning outcomes. This can be\ndone through surveys\, interviews\, performance assessments\, or other\nmethods.\n2) In vestigating the effects of different teaching methods and strategies on\ns tudent learning. This can involve comparing different approaches to teachi ng\na particular topic or course\, or examining how a particular teaching method or\nstrategy affects student learning in different contexts.\n3) Ex ploring the relationship between student learning and other factors\,\nsuc h as student demographics\, prior knowledge\, or classroom climate. This\n can help faculty members to better understand the challenges and\nopportun ities that their students face\, and to develop more effective teaching\np ractices.\nSoTL is important because it provides faculty members with a wa y to systematically\ninvestigate their own teaching and to learn from thei r experiences. It also helps to\ncreate a body of knowledge about teaching and learning that can be shared with\nother faculty members and used to i mprove teaching practices across the university.\nHere are some specific b enefits of SoTL:\n4) Improved teaching practices: SoTL can help faculty me mbers to identify\nand implement more effective teaching methods and strat egies.\n5) Better student learning outcomes: SoTL can lead to improved stu dent\nlearning outcomes\, as faculty members learn more about how to help their\nstudents learn more effectively.\n6) More informed educational poli cy: SoTL can provide evidence to support\neducational policy decisions.\n7 ) A more scholarly approach to teaching: SoTL can help faculty members to\ nsee their teaching as a form of scholarship\, and to value their work as\ nteachers as much as their work as researchers.\nSoTL is a valuable tool f or improving teaching and learning in higher education. It is\nan approach to teaching that is grounded in research and evidence\, and it has the\np otential to make a real difference in the lives of students.\nBenefits of SoTL\nSoTL is important because it can help faculty to:\n1) Improve their teaching practice. By systematically studying their teaching\nand learning \, faculty can identify what is working well and what could be\nimproved. They can then use this information to make changes to their\nteaching meth ods and materials.\n2) Contribute to the knowledge base on teaching and le arning. SoTL\nfindings can be shared with other faculty through publicatio ns\, presentations\,\nand workshops. This helps to build a body of knowled ge on teaching and\nlearning that can be used by faculty to improve their practice.\n3) Promote student learning. When faculty engage in SoTL\, they are more\nlikely to be reflective about their teaching and to seek out ne w and innovative\nways to help students learn. This can lead to improved s tudent learning\noutcomes.\nSoTL is also important because it helps to leg itimize the work of teaching in higher\neducation. For many years\, teachi ng has been seen as less important than research.\nHowever\, SoTL shows th at teaching can be a rigorous and scholarly activity.\nHere are some speci fic examples of SoTL research:\n1) A faculty member might study the effect iveness of a new teaching method\,\nsuch as flipped classrooms or problem- based learning.\n2) A faculty member might investigate the impact of diffe rent types of\nassessment on student learning.\n3) A faculty member might study the experiences of students from different\nbackgrounds in their cla ssroom.\n4) A faculty member might collaborate with students to conduct a study on\ntheir own learning.\nSoTL research can be published in a variety of venues\, including academic journals\,\nconference proceedings\, and b ooks. There are also a number of organizations that\nsupport SoTL research and provide resources for faculty who are interested in\nengaging in SoTL .\nOverall\, SoTL is an important way for faculty to improve their teachin g\npractice\, contribute to the knowledge base on teaching and learning\, and promote\nstudent learning.\n\nCo-sponsored by: Manipal Institute of Te chnology Bangalore Campus\n\nSpeaker(s): Nalin\, \n\nAgenda: \n1) Welcome by MIT Campus Director\n\n2) Face to Face Session by Dr.Nalin Sharda\n\nMI T Bangalore Campus\, Bangalore\, Karnataka\, India\, 560064 LOCATION:MIT Bangalore Campus\, Bangalore\, Karnataka\, India\, 560064 ORGANIZER:rvsreddy2007@gmail.com SEQUENCE:51 SUMMARY:What is Scholarship of Teaching and Learning (SoTL) and why is it i mportant. URL;VALUE=URI:https://events.vtools.ieee.org/m/376290 X-ALT-DESC:Description: <br /><p><span style="background-color: #ffffff\; c olor: #236fa1\;">Introduction</span></p>\n<p><span style="color: #236fa1\; ">The Scholarship of Teaching and Learning (SoTL) is a systematic inquiry into teaching and learning approaches and outcomes. It is a way for facult y to bring the same rigor and discipline to their teaching as they do to t heir research. SoTL can involve a variety of methods\, such as surveys\, i nterviews\, focus groups\, student work samples\, and classroom observatio ns. The goal of SoTL is to improve student learning by generating new know ledge about teaching and learning and sharing that knowledge with others. SoTL is important for a number of reasons. First\, it helps us to better u nderstand how students learn. By conducting systematic inquiry into our ow n teaching\, we can identify what works well and what needs improvement. T his knowledge can then be used to design more effective teaching and learn ing experiences. Second\, SoTL helps us to develop and share best practice s. When we publish our findings in journals and present them at conference s\, we are contributing to a growing body of knowledge about teaching and learning. This knowledge can then be used by other faculty members to impr ove their own teaching. Third\, SoTL helps to raise the status of teaching in higher education. By demonstrating that teaching can be a scholarly ac tivity\, SoTL helps to legitimize teaching as a core value of the academy. This can lead to more support for teaching and learning initiatives\, and to a more respected role for faculty members as teachers.</span></p>\n<p> <span style="color: #236fa1\;">Here are some specific examples of SoTL pro jects:&nbsp\;<br />1) A faculty member investigates the effectiveness of u sing different types of&nbsp\;<br />active learning exercises in their cla ssroom.&nbsp\;<br />2) A group of faculty members collaborate on a study t o compare the&nbsp\;<br />effectiveness of different grading practices.<br />3) A faculty member develops a new teaching method and uses SoTL to&nbs p\;<br />evaluate its impact on student learning.&nbsp\;<br />&nbsp\;<br / >SoTL is an important way for faculty to improve their teaching\, develop best&nbsp\;<br />practices\, and raise the status of teaching in higher ed ucation.&nbsp\;<br />In addition to the benefits listed above\, SoTL can a lso help faculty members to:&nbsp\;<br />5) Become more reflective practit ioners.&nbsp\;<br />6) Develop new teaching skills.&nbsp\;<br />7) Become more engaged in their students' learning.&nbsp\;<br />8) Improve their com munication skills.&nbsp\;<br />9) Build relationships with other faculty m embers.&nbsp\;<br />Overall\, SoTL is a valuable tool for faculty members who are committed to improving&nbsp\;<br />their teaching and the learning of their students.&nbsp\;</span></p>\n<p><span style="color: #236fa1\;">M ethodology&nbsp\;<br />The Scholarship of Teaching and Learning (SoTL) is a systematic investigation of&nbsp\;<br />teaching and learning that is sh ared for review\, dissemination\, and possibly some&nbsp\;<br />action tha t changes what is done in the classroom. It is a relatively new field of&n bsp\;<br />scholarship\, but it has grown rapidly in recent years as more and more faculty&nbsp\;<br />members have come to see the value of using r esearch methods to improve their&nbsp\;<br />teaching.&nbsp\;<br />SoTL ca n take many different forms\, but it typically involves one or more of the &nbsp\;<br />following:&nbsp\;<br />1) Collecting and analysing data on st udent learning outcomes. This can be&nbsp\;<br />done through surveys\, in terviews\, performance assessments\, or other&nbsp\;<br />methods.&nbsp\;< br />2) Investigating the effects of different teaching methods and strate gies on&nbsp\;<br />student learning. This can involve comparing different approaches to teaching&nbsp\;<br />a particular topic or course\, or exam ining how a particular teaching method or&nbsp\;<br />strategy affects stu dent learning in different contexts.&nbsp\;<br />3) Exploring the relation ship between student learning and other factors\,&nbsp\;<br />such as stud ent demographics\, prior knowledge\, or classroom climate. This&nbsp\;<br />can help faculty members to better understand the challenges and&nbsp\;< br />opportunities that their students face\, and to develop more effectiv e teaching&nbsp\;<br />practices.&nbsp\;<br />SoTL is important because it provides faculty members with a way to systematically&nbsp\;<br />investi gate their own teaching and to learn from their experiences. It also helps to&nbsp\;<br />create a body of knowledge about teaching and learning tha t can be shared with&nbsp\;<br />other faculty members and used to improve teaching practices across the university.&nbsp\;<br />Here are some speci fic benefits of SoTL:&nbsp\;<br />4) Improved teaching practices: SoTL can help faculty members to identify&nbsp\;<br />and implement more effective teaching methods and strategies.&nbsp\;<br />5) Better student learning o utcomes: SoTL can lead to improved student&nbsp\;<br />learning outcomes\, as faculty members learn more about how to help their&nbsp\;<br />student s learn more effectively.&nbsp\;<br />6) More informed educational policy: SoTL can provide evidence to support&nbsp\;<br />educational policy decis ions.&nbsp\;<br />7) A more scholarly approach to teaching: SoTL can help faculty members to&nbsp\;<br />see their teaching as a form of scholarship \, and to value their work as&nbsp\;<br />teachers as much as their work a s researchers.&nbsp\;<br />SoTL is a valuable tool for improving teaching and learning in higher education. It is&nbsp\;<br />an approach to teachin g that is grounded in research and evidence\, and it has the&nbsp\;<br />p otential to make a real difference in the lives of students.&nbsp\;<br />B enefits of SoTL&nbsp\;<br />SoTL is important because it can help faculty to:&nbsp\;<br />1) Improve their teaching practice. By systematically stud ying their teaching&nbsp\;<br />and learning\, faculty can identify what i s working well and what could be&nbsp\;<br />improved. They can then use t his information to make changes to their&nbsp\;<br />teaching methods and materials.&nbsp\;<br />2) Contribute to the knowledge base on teaching and learning. SoTL&nbsp\;<br />findings can be shared with other faculty thro ugh publications\, presentations\,&nbsp\;<br />and workshops. This helps t o build a body of knowledge on teaching and&nbsp\;<br />learning that can be used by faculty to improve their practice.&nbsp\;<br />3) Promote stude nt learning. When faculty engage in SoTL\, they are more&nbsp\;<br />likel y to be reflective about their teaching and to seek out new and innovative &nbsp\;<br />ways to help students learn. This can lead to improved studen t learning&nbsp\;<br />outcomes.&nbsp\;<br />SoTL is also important becaus e it helps to legitimize the work of teaching in higher&nbsp\;<br />educat ion. For many years\, teaching has been seen as less important than resear ch.&nbsp\;<br />However\, SoTL shows that teaching can be a rigorous and s cholarly activity.&nbsp\;<br />Here are some specific examples of SoTL res earch:&nbsp\;<br />1) A faculty member might study the effectiveness of a new teaching method\,&nbsp\;<br />such as flipped classrooms or problem-ba sed learning.&nbsp\;<br />2) A faculty member might investigate the impact of different types of&nbsp\;<br />assessment on student learning.&nbsp\;< br />3) A faculty member might study the experiences of students from diff erent&nbsp\;<br />backgrounds in their classroom.&nbsp\;<br />4) A faculty member might collaborate with students to conduct a study on&nbsp\;<br /> their own learning.<br />SoTL research can be published in a variety of ve nues\, including academic journals\,&nbsp\;<br />conference proceedings\, and books. There are also a number of organizations that&nbsp\;<br />suppo rt SoTL research and provide resources for faculty who are interested in&n bsp\;<br />engaging in SoTL.&nbsp\;<br />Overall\, SoTL is an important wa y for faculty to improve their teaching&nbsp\;<br />practice\, contribute to the knowledge base on teaching and learning\, and promote&nbsp\;<br />s tudent learning.&nbsp\;&nbsp\;</span></p>\n<p>&nbsp\;</p>\n<p>&nbsp\;</p>< br /><br />Agenda: <br /><p>1) Welcome by MIT Campus Director</p>\n<p>2) F ace to Face Session by Dr.Nalin Sharda</p> END:VEVENT END:VCALENDAR