What is Scholarly Teaching?

What is it?	Translated into practice...	How can this be documented?
it is discipline specific; reflecting the nature and values the foundational concepts the modes of inquiry the key knowledge the emerging questions of the discipline	The teacher's own knowledge and scholarly activity within the discipline is reflected in curriculum, process and method. Questions important to the development of the discipline are included and used to engage the student's attention. The practice and or application of the discipline is reflected in the learning activities that are set for students.	Discipline based activity reflected in curriculum documentation, prepared classroom materials and resources development. Articles contributed to the discipline related teaching journals. The teacher's reflective journal records the development of student understanding.
it is reflective; reflecting on:- ways to illuminate the discipline for students constant evaluation of aims and objectives the degree to which assessment tasks assess what has to be known the evaluation of learning outcomes students own evaluation of their learning experiences the limits of one's own understanding of the area	The teacher focus is on teaching and learning, the student's experience and learning outcomes. A range of mechanisms are used to monitor, record and reflect on student learning.   The teacher identifies their own learning needs	Responses or recommendations for action are recorded as teaching notes or in a teaching journal. Changes made to student learning experiences are tracked and evaluated Plans for own learning recorded as part of performance plan
it is inquisitorial; inquiring into:- effectiveness of aims and objectives in terms of learning outcomes how students approach their learning in the subject research into teaching and learning in the discipline and in higher education more generally	The teacher inquires into prior student learning and current expectations. The teacher employs a range of monitoring and evaluation mechanisms of the student learning experience and the extent to which learning outcomes are achieved.	Information about student's experiences and expectations generalized and recorded. Evaluation instruments, notes of student focus sessions, feedback from peers and disciplinary colleagues systematically archived. Staff development/ performance plans developed and monitored
it is responsive; systematically planning for improvement acting on the outcome of reflection and inquiry evaluating outcomes incorporating new knowledge in the discipline and its current questions new avenues for professional development	The teacher utilizes the product of reflection, evaluation and learning to execute a systematic process of improvement of student learning. The teacher pursues appropriate staff development	Action arising from inquiry and reflection documented, innovations monitored, evaluated and documented. Teachers learning recorded in reflective journal.
it is communicative; speaking and writing about:- new questions for teaching the discipline successful strategies for improving the teaching of the discipline ways to illuminate the discipline for students	The teacher contributes to the departmental culture of scholarly teaching through participation in discussion groups, peer review, mentoring, leading a discussion or more formally by presenting a paper. In some instances the teacher contributes at the university, discipline or wider academic community level.	Learning from innovation and evaluation reported to colleagues. Notes for informal presentations and more formal papers kept in a communications portfolio or as part of the teaching portfolio.