Exploring the Scholarship of Teaching and Learning (SoTL) with an Equity Mindset
What does it mean to be a transformative educator in the context of higher education today?
How can we integrate our commitment to creating equitable learning outcomes for students with the SoTL in ways that improve practice and extend learning—our own, as well as our colleagues?
During this three day Summer Institute, Scholarship of Teaching and Learning (SoTL) expert Richard Gale will guide faculty members through the process of designing yearlong SoTL studies informed by an understanding of race and class.
Date and Location
Aug. 22–24, 2017
Evergreen State College
2700 Evergreen Parkway NW, Olympia 98505
- $550 includes materials, meals from Tuesday evening through Thursday evening
- $650 includes materials, meals, and on-campus housing at Evergreen
Download, complete and return the "Creating Equitable Learning Opportunities: Exploring the Scholarship of Teaching and Learning (SoTL) with an Equity Mindset" SoTL application.
Email completed applications to firstname.lastname@example.org.
Application review will begin March 1, 2017. We will continue accepting applications until the institute is full. Submit your application as early as possible! Space is limited and we expect the institute to fill quickly.
One of the benefits of attending this institute is an improved classroom practice, but SoTL goes beyond excellent teaching. Engaging in SoTL initiatives creates opportunities for faculty members to systematically investigate questions related to student learning with the intention of improving their own teaching and learning and also advancing practice beyond their classrooms by contributing to a larger body of scholarship.
What makes this SoTL institute particularly exciting is our shared commitment to engaging in reflective practice grounded in an understanding of race and class. Two key resources inform this aspect of our work: the “Diversity and Opportunity Gap Framework” developed by H. Richard Milner IV, and bell hooks’ discussion of engaged pedagogy from her book Teaching to Transgress: Education as the Practice of Freedom.
- Reflect on their classroom practice using Milner’s “Diversity and Opportunity Gap Framework”
- Consider bell hooks’ argument for practicing “engaged pedagogy” in the context of their current teaching opportunities
- Engage in individual and collaborative reflective practice rooted in an understanding of race and class
- Develop a driving to guide their individual or shared SoTL work
- Explore relevant literature to begin building a scholarly context for their question
- Design an appropriate method for pursuing their question in the 17-18 academic year, and draft a work plan
- Connect via a common software platform (sponsored by SBCTC) designed to facilitate collaboration and connection throughout the 17-18 academic year
- For a book-length account of the Diversity and Opportunity Gap Framework, see Start Where You Are But Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms, by H. Richard Milner IV.
- Teaching to Transgress: Education as the Practice of Freedom, chapter 1, bell hooks
Last Modified: 10/9/17 11:45 AM