Learning and Participating in Scholarship of Teaching and Learning Through a Faculty Online Learning Community

• In Event: AERA Roundtable Session 2
  In Roundtable Session: Factors Influencing Faculty Workload and Satisfaction (Table 11)

Abstract

This paper illustrates how a cross-institutional, discipline-based faculty online learning community that emerged around common interests and concerns about the mathematical preparation of prospective secondary mathematics teachers contributes to developing scholarship of teaching and learning (SoTL) and teaching practice. This study uses data from the project evaluation, observations of the events of the learning community, and reflections from participants. We describe the results using the three P’s (Professionalism, Pragmatism, and Policy) of SoTL advocated by Shulman (2002). We find that the role of the development and participation in SoTL contributes to: (1) individual growth in the teaching of university geometry and (2) the development of sustainable systemic change of university geometry instruction.

Authors

• Inese Berzina-Pitcher, University of Michigan

• Mike Ion, University of Michigan

• Tuyin An, Georgia Southern University

• Orly Buchbinder, University of New Hampshire

• Patricio G. Herbst, University of Michigan

• Amanda Marie Milewski, University of Michigan

• Nathaniel Miller, University of Northern Colorado

• Priya Prasad, University of Texas - San Antonio

• Laura J. Pyzdrowski, West Virginia University

• Julia St. Goar, Merrimack College

• Ruthmae Sears, University of South Florida

• Steve Szydlik, University of Wisconsin - Oshkosh

• Sharon Vestal, South Dakota State University