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Understanding the Scholarship of Teaching and Learning: 
A Conversation with David Voelker 

This interview of Dr. David Voelker by Dr. Jennifer Heinert is about the Scholarship of Teaching and Learning and the "coverage model". They discuss the nature of SoTL, its impact on teaching and learning, and the myths and problems associated with SoTL, as well as starting points for doing this kind of research and incorporating it into your teaching practice. The second half of the interview focuses on one of Dr. Voelker's co-authored publications on the "content coverage" model of course and curricular design (see link below).

Dr. David Voelker is an Associate Professor of Humanistic Studies and History at the University of Wisconsin-Green Bay, where he has been teaching since 2003. His received his Ph.D. in United States History from the University of North Carolina at Chapel Hill.  In addition to doing the Scholarship of Teaching and Learning (SoTL), he researches 19th-century American history.  

David was a UW Green Bay Teaching Scholar in 2004-05 and 2011-12, and he is co-directing this program in 2012-13. He was also a Wisconsin Teaching Fellow in 2006-07, and presented a workshop, "Getting Started with the Scholarship of Teaching and Learning" at OPID's 2012 Faculty College. In 2012, he was co-recipient of the Maryellen Weimer Scholarly Work on Teaching and Learning Award for "The End of the History Survey Course: The Rise and Fall of the Coverage Model," in the Journal of American History, which he authored with Joel Sipress.



Dr. David Voelker

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References & Resources 
            In particular, the list of resources he has compiled on SoTL are quite useful.
  • Books Mentioned:
  • University of Wisconsin System Office of Professional and Instructional Development
OPID website

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Additional SoTL Resources:
  • "The Scholarship of Teaching" article by Eileen Bender and Donald Gray 
  • International Society for the Study of Teaching and Learning serves faculty members, staff, and students who care about teaching and learning as serious intellectual work. The goal of the Society is to foster inquiry and disseminate findings about what improves and articulates post-secondary learning and teaching.
  • The Carnegie Foundation for the Advancement of Teaching: Founded by Andrew Carnegie in 1905 and chartered in 1906 by an act of Congress, The Carnegie Foundation for the Advancement of Teaching is an independent policy and research center with a primary mission "to do and perform all things necessary to encourage, uphold, and dignify the profession of the teacher and the cause of higher education."
  • The Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) Higher Education Program: CASTL represents a major initiative of The Carnegie Foundation. Launched in 1998, the program builds on a conception of teaching as scholarly work proposed in the 1990 report Scholarship Reconsidered and on the 1997 follow-up publication Scholarship Assessed. CASTL seeks to support the development of a scholarship of teaching and learning that: 1) fosters significant, long-lasting learning for all students; 2) enhances the practice and profession of teaching; 3) brings to faculty members' work as teachers the recognition and reward afforded to other forms of scholarly work.
  • Vanderbilt Center for Teaching's SOTL page: A good resource for those interested in SoTL, includes a brief essay titled "What Is SoTL?", links to examples of SoTL projects, resources on conducting and going public with SoTL work, an annotated list of national and campus SoTL initiatives, and an annotated bibliography.
  • Have an additional SoTL resource to recommend?  Please email vtlc@uwc.edu 

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