Recently much verbiage has emerged to characterize faculty efforts at teaching in more systematic and evidence-based ways. "Effective Teaching," "Scholarly Teaching," and "the Scholarship of Teaching and Learning" all have specific meanings and connotations that may not be readily accessible to faculty. In this workshop, CITL Curriculum Director Ross Peterson-Veatch will demystify the term "Scholarly Teaching" and lead participants in a conversation that will encompass the conceptualization, design, and assessment of a possible project that would support faculty in documenting the effectiveness of their teaching and could demonstrate their engagement in Scholarly Teaching.

Participants will have the opportunity to begin formulating a "research question" that might drive their inquiry about teaching practice in their discipline and will converse about the many benefits involved in Scholarly Teaching. A primary benefit of using this research-like approach to documenting one's teaching is that it streamlines preparation for publication on teaching and teaching effectiveness.