• To revisit the Scholarly Teaching definition, together with its conceptual relationship to teaching, learning , scholarship and reflective practice.
• To reflect upon your own teaching, things you have done in direct response to studying this module, and to take particular stock of how much was achieved through that, and how much remains to be achieved across the full range of your teaching duties.

Revisiting the definition:

• Why and how can teaching be scholarly?
• From any of the remaining readings choose for yourself a key section that you found particularly influential in clarifying any of the key ideas studied during this course.
• Identify things you now think you ought to read about further, or study more deeply, or check against the literature or against your colleague's or supervisor's opinions, because you're really still not content that you've got the grasp of them that you ought to have.
• Identify ways of applying, trying out or testing the ideas contained in these modules within your own future teaching.

From your own teaching diary or portfolio notes written over the period of this study course, select a substantial instance or episode from your own teaching that you would be willing to put forward as your (so far) "best example of implementing a scholarly approach to teaching as a result of studying the course".

Prepare, in outline form, a list of the points you would want to make if you were describing and defending this episode to colleagues in your own department as being an instance of your own "scholarly teaching work". The points should cover (as appropriate):

• what your teaching aims were for this episode of scholarly teaching
• what methods you chose and why
• what learning outcomes you believe may have followed from your work
• what evaluative action you took, and what it revealed
• what subsequent reflection on the episode revealed to you
• on which criteria (from those considered in Topic #1 above) you regard the episode as a movement, for you, in the direction of Scholarly Teaching
• any particular connections with the literature you have been reading, that provide the scholarly knowledge background against which you make these claims.