Facilitating Student Success through the Scholarship of Teaching and Learning (2013)

Two people listening to a speaker during a conference — Faculty and staff listen to the keynote speaker during the 2013 Fall Forum on Teaching and Learning.

The theme of 2013's Fall Forum was "Facilitating Student Success through the Scholarship of Teaching and Learning." Peggy Maki, author of Assessing for Learning: Building a Sustainable Commitment Across the Institution (Stylus, 2010), focused on how faculty members can cultivate a culture of scholarly inquiry to improve student learning.

At the 2013 Fall Forum, faculty and staff:

Developed a deeper understanding of the scholarship of teaching and learning (SoTL) and the benefits of doing this type of research.
Connected with DePaul faculty and staff who are already doing SoTL research and learn more about SoTL projects at DePaul.
Formulated a SoTL research question for their field.

Video of Keynote Presentation

Teaching and learning has long been at the heart of DePaul’s mission. The Scholarship of Teaching and Learning, or SoTL, is an opportunity for faculty to deepen and actualize DePaul University’s commitment to academic quality and innovation in education. Guest speaker Peggy Maki began the day with a keynote exploring the Scholarship of Teaching and Learning and the ways that this type of scholarly inquiry can enhance student learning.

Materials

Slides from keynote presentation, "Improving Student Learning through Scholarly Inquiry"
Slides from afternoon workshop, "Essential Steps in Problem-Based Inquiry into Student Learning"
Handout from afternoon workshop

About the Keynote Speaker

Peggy Maki specializes in assisting colleges and universities, higher education boards, and disciplinary organizations to integrate assessment of student learning into educational practices, processes, and structures. She serves as a faculty member in AAC&U's Institute on General Education and Assessment, has served as a faculty member in the Carnegie Foundation's Integrated Learning Project, and teaches graduate-level seminars focused on assessment. Her recent publications include Assessing for Learning: Building a Sustainable Commitment across the Institution and The Assessment of Doctoral Education. She is a recipient of a national teaching award, the Lindback Award for Distinguished Teaching, and has received several honorary lectureships at colleges and universities.