Broadening Conceptions of What Constitutes Knowledge and Evidence in SoTL
In the two decades since the publication of Boyer’s (1990) seminal work, the Scholarship of Teaching and Learning (SoTL) has earned an increasingly venerable reputation as a legitimate area of scholarship. What remains contentious, however, is the form that such scholarship takes. Despite the public...
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| Format: | Article |
| Language: | English |
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Georgia Southern University
2011-01-01
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| Series: | International Journal for the Scholarship of Teaching and Learning |
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| Online Access: | https://digitalcommons.georgiasouthern.edu/ij-sotl/vol5/iss1/25 |
| _version_ | 1818506091824152576 |
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| author | Sharon Thomas |
| author_facet | Sharon Thomas |
| author_sort | Sharon Thomas |
| collection | DOAJ |
| description | In the two decades since the publication of Boyer’s (1990) seminal work, the Scholarship of Teaching and Learning (SoTL) has earned an increasingly venerable reputation as a legitimate area of scholarship. What remains contentious, however, is the form that such scholarship takes. Despite the publication of numerous books and articles lauding alternative epistemologies, SoTL advocates regularly have to defend their approaches. The purpose of this essay is to encourage higher education practitioners to broaden their conceptions of what constitutes knowledge and evidence in SoTL. An epistemological discussion, it aims to provide a strong theoretical framework within which SoTL practitioners can argue a case for alternative epistemologies. |
| first_indexed | 2024-12-10T21:59:48Z |
| format | Article |
| id | doaj.art-d6e8b28210734f8783bc70ad9431abec |
| institution | Directory Open Access Journal |
| issn | 1931-4744 |
| language | English |
| last_indexed | 2024-12-10T21:59:48Z |
| publishDate | 2011-01-01 |
| publisher | Georgia Southern University |
| record_format | Article |
| series | International Journal for the Scholarship of Teaching and Learning |
| spelling | doaj.art-d6e8b28210734f8783bc70ad9431abec2022-12-22T01:31:56ZengGeorgia Southern UniversityInternational Journal for the Scholarship of Teaching and Learning1931-47442011-01-015110.20429/ijsotl.2011.050125Broadening Conceptions of What Constitutes Knowledge and Evidence in SoTLSharon ThomasIn the two decades since the publication of Boyer’s (1990) seminal work, the Scholarship of Teaching and Learning (SoTL) has earned an increasingly venerable reputation as a legitimate area of scholarship. What remains contentious, however, is the form that such scholarship takes. Despite the publication of numerous books and articles lauding alternative epistemologies, SoTL advocates regularly have to defend their approaches. The purpose of this essay is to encourage higher education practitioners to broaden their conceptions of what constitutes knowledge and evidence in SoTL. An epistemological discussion, it aims to provide a strong theoretical framework within which SoTL practitioners can argue a case for alternative epistemologies.https://digitalcommons.georgiasouthern.edu/ij-sotl/vol5/iss1/25SoTLEpistemologyKnowledgeHigher education |
| spellingShingle | Sharon Thomas Broadening Conceptions of What Constitutes Knowledge and Evidence in SoTL International Journal for the Scholarship of Teaching and Learning SoTL Epistemology Knowledge Higher education |
| title | Broadening Conceptions of What Constitutes Knowledge and Evidence in SoTL |
| title_full | Broadening Conceptions of What Constitutes Knowledge and Evidence in SoTL |
| title_fullStr | Broadening Conceptions of What Constitutes Knowledge and Evidence in SoTL |
| title_full_unstemmed | Broadening Conceptions of What Constitutes Knowledge and Evidence in SoTL |
| title_short | Broadening Conceptions of What Constitutes Knowledge and Evidence in SoTL |
| title_sort | broadening conceptions of what constitutes knowledge and evidence in sotl |
| topic | SoTL Epistemology Knowledge Higher education |
| url | https://digitalcommons.georgiasouthern.edu/ij-sotl/vol5/iss1/25 |
| work_keys_str_mv | AT sharonthomas broadeningconceptionsofwhatconstitutesknowledgeandevidenceinsotl |