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A four-stage training framework is presented, then applied to illustrate program design for exposure, encounter, engagement, and extension.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does the article argue graduate students should be engaged with SoTL?","Question",{"text":63,"@type":64},"Graduate students aiming for faculty roles need meaningful opportunities to explore SoTL, ask questions about student learning and effective teaching, and gain preparation for educational research and public scholarship.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What theoretical roots and overall purpose does SoTL have according to the article?",{"text":68,"@type":64},"SoTL is linked to Ernest Boyer’s 1990 concept of scholarship and invites educators to study teaching and learning systematically and to share results through presentations, performances, or publications.",{"name":70,"@type":61,"acceptedAnswer":71},"What four stages of SoTL training for future faculty are proposed by Gale and Golde?",{"text":72,"@type":64},"The stages are Exposure, Encounter, Engagement, and Extension, progressing from reading and critiquing SoTL research to conducting independent SoTL 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\nUniversity of Western Ontario  \nSvitlana Taraban-Gordon  \nUniversity of Waterloo  \nGraduate students aspiring to become faculty members should be provided with meaningful opportunities to explore the scholarship of teaching and learning (So TL) and to formulate questions about student learning and effective teaching. To this end, teaching and learning centres should incorporate SoTL-oriented components within the framework of educational development programs to prepare our future faculty. This article briefly reviews the emerging literature on graduate student engagement with So TL and highlights two possible approaches for incorporating SoTL into educational development programs for graduate students.  \nWith its theoretical roots  \nScholarship Reconsidered  \nin Ernest Boyer’s (1990), the schol-  \narship of teaching and learning (SoTL) movement could be likened to a massive tidal wave, rapidly transforming the educational “seascape.” SoTL invites educators to engage in a systematic study of teaching and learning and to make the results of this research public through presentations, performances, or publications (McKinney, 2006) . A number of studies have highlighted the individual and institutional benefits that can be derived from SoTL engagement. Surveys of faculty members engaged in SoTL research suggest that these academ-  \nics experience greater excitement in their teaching and become more interested in broader teaching and learning issues (Ciccone & Meyers, 2006; Huber & Hutchings, 2005) . Most made changes to course designs and learning assessments in response to their research results, highlighting the integration between classroom research and classroom instruction (Huber & Hutchings, 2005) . Moreover, many of the respondents reported that their SoTL had a positive influence on teaching in their departments beyond their own practice and influenced colleagues outside of their departments (Ciccone & Meyers, 2006) . O’Meara (2005)  \nfound that institutions that promoted SoTL in addition to traditional disciplinary scholarship reported a heightened campus focus on the quality of undergraduate learning and greater gains in the value associated with teaching in the tenure and promotion process.  \nIn response to the growing momentum of the SoTL movement, teaching and learning centres across Canada have developed programming to equip faculty members with the resources and skills necessary to surf the SoTL wave. Institutions have created funding opportunities, such as the Research on Teaching Small Grants Program at the University of Western Ontario or the President’s Teaching & Learning Scholars Program at the University of Regina, and have established communities of practice, such asthe University of Waterloo’s Teaching-Based Research Group. With these programs focusing primarily on the needs of current faculty members, the future professoriate – graduate students – remain largely on the periphery of the Canadian SoTL community and risk being trapped in its wake unless resources are developed to engage them in this emerging field of research.  \nIn recent years, several scholars have called for the restructuring of graduate education to enhance the status of SoTL within the academy (Kreber, 2001; McKinney, 2006) . Shulman (2004), among others, argues that SoTL should be formally integrated into the graduate experience so that “we may create scholars who learn early on how to elegantly integrate their teaching with their research”(p. 10) . The new and evolving nature of SoTL as a mode of inquiry offers educational developers a myriad of programming choices and opportunities; however, it also creates challenges in the graduate training context. Among the most significant is a lack of theoretical frameworks or best practices to guide the development of effective SoTL programs targeted at a graduate audience. A","cbCaihuC5PgYQhcc","https://ap.wps.com/l/cbCaihuC5PgYQhcc","pdf",564353,"English","# Overview and Rationale for SoTL in Graduate Education\n## Benefits of SoTL Engagement for Faculty and Institutions\n## Need to Include Graduate Students in SoTL\n# Framework for SoTL Training: Four Critical Stages\n## Exposure\n## Encounter\n## Engagement\n## Extension\n# Two Approaches for Graduate Student SoTL Programming","[{\"question\":\"Why does the article argue graduate students should be engaged with SoTL?\",\"answer\":\"Graduate students aiming for faculty roles need meaningful opportunities to explore SoTL, ask questions about student learning and effective teaching, and gain preparation for educational research and public scholarship.\"},{\"question\":\"What theoretical roots and overall purpose does SoTL have according to the article?\",\"answer\":\"SoTL is linked to Ernest Boyer’s 1990 concept of scholarship and invites educators to study teaching and learning systematically and to share results through presentations, performances, or publications.\"},{\"question\":\"What four stages of SoTL training for future faculty are proposed by Gale and Golde?\",\"answer\":\"The stages are Exposure, Encounter, Engagement, and Extension, progressing from reading and critiquing SoTL research to conducting independent SoTL projects and mentoring the next cohort.\"}]","Two Models for Introducing Graduate Students to the Scholarship of Teaching and Learning | PDF",1792087308,15]