Doing SoTL in Medieval History A cross-Atlantic dialogue

Bibliographic Data

ID12712905
AuthorsVicky Gunn (University of Glasgow, corresponding author), Leah Shopkow (Indiana University)
Year2007
Volume6
Issue3
Pages255-271
Publication date2007-09-17
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueArts and Humanities in Higher Education (JOURNAL)
Journal identifiersISSN: 1474-0222 • E-ISSN: 1741-265X
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1474022207080837
OpenAlexW2033727769
LanguageEN
References cited20

This article, presented as a dialogue between the authors, explores what they perceive as critical areas of teaching and learning in the discipline of Medieval Studies. Within the discussion, notions of relevance and usefulness, widening access, and epistemological assumptions about the discipline are discussed and related to the practice of teaching the subject. The authors reflect on these notions in terms of the maintenance of traditional methods at undergraduate level despite an apparently changing student body. The question of whether changing the methods of research as well as teaching would alter both the nature of learning and the nature of the discipline is also raised. The authors conclude that the SoTL (scholarship of teaching and learning) of an established subject area such as Medieval Studies needs to reflect on the epistemology of the subject in all its practices, not just teaching but also research methods

Epistemology · Library science · Mathematics education · Pedagogy · Political science · Relevance (law · Scholarship · Scholarship of Teaching and Learning · Sociology · Subject (documents · Teaching and learning center · Teaching method · Computer Science · Educator Training and Historical Pedagogy · Evaluation of Teaching Practices · Philosophy · Psychology · Reflective Practices in Education

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