Mandy Frake-Mistak, PhD, is an educational developer at the Teaching Commons at York University, in Toronto, Ontario, Canada. Having taught at numerous universities across Southwestern Ontario, her extensive teaching experience informs her everyday work as she leads initiatives related to the Scholarship of Teaching and Learning, higher education policy, course design, and the Instructional Skills Workshop. She is an active member within the educational developer community having served in numerous executive capacities including being Chair of the Council of Ontario Educational Developers, Secretary of the Educational Developers Caucus, and Chair of the Accreditation Committee of the Educational Developer Caucus. She was recognized as an International Society for the Scholarship of Teaching and Learning (ISSOTL) Fellow in 2020 for her work and contributions to the field.
From Learning Outcomes to Student Success, and Finding the Joy Quotient on the Journey
Course design is indeed a journey of planning, reflecting, and visioning and as we begin with our learning outcomes, we hope that we are also designing for student success. However, how often do you take pause and think about your teaching praxis as a journey? What compels you to teach? What brings meaning to this work? What brings you joy? I suggest that joy quotient can be found on this journey and that pausing to consider what these moments are in our teaching worlds, is what can make us more engaged practitioners and more active scholars. Questions that we will consider during this time:
Engaging in the Scholarship of Teaching and learning is a complex, sometimes overlooked, but meaningful process of connecting with our teaching practice and praxis. Teaching itself is complex and difficult, and yet remains something so beautifully compelling that those who feel truly passionate about this work, seem naturally committed to the pursuit of ongoing teaching development and scholarship. For many, reading literature about teaching provides the kind of opportunities that enables one to gather information and experiment in the classroom. For others, it is the act of engaging in SoTL as a field of inquiry, that provides the in-depth connection to both students and curriculum that drives them onward. Regardless of one’s place across the SoTL continuum, we are knitted together as a community informed by scholarship. Whether you are a consumer of or a contributor to, SoTL can take us on a journey full of opportunities to learn and be filled with joy.
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