Keynote Speaker
Dr. Melanie Hamilton
Melanie Hamilton EdD, is the Director of the Centre for the Scholarship of Teaching and Learning (SoTL) at the University of Saskatchewan. Dr. Hamilton was awarded an ISSoTL Fellowship in 2020. She is currently President for ISSoTL Board of Directors. Dr. Hamilton has presented extensively both nationally and internationally on a variety of SoTL topics. Her research includes: SoTL and academic integrity, mid-career faculty and early career researchers, and SoTL Leadership. She is a registered nurse by discipline and taught in the higher education classroom and clinical setting for over 20 years before transitioning into SoTL programming, development and leadership. Dr. Hamilton currently teaches and supervises students in the Graduate Certificate, Masters, and PhD in the SoTL program.
Talk Description
Nurturing Curiosity: The Role of Reflective Practices in the Scholarship of Teaching and Learning
In the dynamic landscape of education, the Scholarship of Teaching and Learning (SoTL) emphasizes the importance of continuous improvement and innovation in teaching practices. Central to this endeavor is the concept of reflective practice, which serves as a powerful tool for educators to critically examine their teaching methods and student learning outcomes. Educators who regularly reflect on their teaching experiences and remain curious about their students’ learning processes are better equipped to identify areas for improvement and innovation. This reflective curiosity lays the foundation for scholarly teaching, where educators apply evidence-based practices and continuously seek to enhance their pedagogical approaches.
This talk explores how educators can delve deeper into scholarly teaching and naturally progress towards SoTL. This involves systematically investigating teaching and learning processes, sharing findings with the broader educational community, and contributing to the collective knowledge base. Through this journey, reflective practices and curiosity evolve into rigorous scholarly inquiry, ultimately leading to improved educational outcomes and a more profound impact on student learning.