Jessica Toole Undergraduate Student, Biology Through this organization I have had, as an undergraduate, the opportunity to be part of a student-teacher research team, not as an assistant or intern but as a full member...I have explored how students learn and come to understand aspects of diversity and have now presented at two academic conferences...Most importantly, I have acquired the necessary skills to critically evaluate my own learning, an ability that aids me not only in my teaching but in my own education. complete text of J.T.'s narrative

Eden H. Segal Doctoral Student, Curriculum Theory My involvement in SoTL has affected my teaching, learning, and research interests. It has also enhanced my understanding of complex interactions in higher education, including the often competing priorities of teaching and research and divisions between student affairs and academic affairs. Each person who experiences curricular or co-curricular engagement in this work has gained and offered innumerable learning experiences. complete text of Eden's narrative

Rochelle Tractenberg Doctoral Certificate Student, Gerontology and Assistant Professor, Georgetown University School of Medicine Since I am a methodologist, the lessons I have gleaned from my UMCP cluster experience tend to revolve around incorporating methodological structure into enterprises in SoTL. With this sort of structure, undergraduate and graduate students who participate as co-inquirers can get concrete benefits, above and beyond a sense of community and empowerment from playing a role in the endeavors. complete text of Rochelle's narrative

Our SoTL Team The narratives included here were written in December 2005. They represent five very different perspectives on our work to sustain student voices in the scholarship of teaching and learning. Each narrative incorporates valuable lessons from our SoTL clusters, experiences, and philosophy into individual educational endeavors. Both the students and the faculty have gained greater insights about teaching and learning through the active inclusion of the student voice. The work of these individuals, as well as many others too numerous to mention, has been essential to improving teaching and learning on our campus and beyond.

Presentations The following conference presentations show some of the outcomes of our collaboration. Developing and Answering Learning-Centered Research Questions about Power and Diversity with Students as Partners Presented by by Chip DeAtley, Jo Paoletti, and Eden H. Segal at the first annual convening of IS-SoTL in Bloomington, Indiana. Student-Teacher Partnerships: SoTL Research about Power and Diversity. Presented by Jo Paoletti, Eden H. Segal, and Jessica Toole at the Carnegie Colloquium on the Scholarship of Teaching and Learning in Atlanta, Georgia. Student-Teacher Partnerships: Student Testimony as Evidence of Learning Presented by Jo Paoletti, Eden H. Segal, and Jessica Toole at the IS-SoTL conference in Vancouver, British Columbia.

Chip De Atley Recent Alumnus, Classics My experience with SoTL has taught me that all across this country there are grassroots efforts among faculty and students to perpetuate the ideal that learning is its own reward, and that students and faculty can and should learn from each other. My literature review of SoTL research and conversations with my cluster members has led me to the conclusion that faculty and their students are hungry for such interaction. complete text of Chip's narrative

Charles Sternheim Professor, Psychology When students participate as co-inquires there is a joy in teaching and learning that opens doors to new understanding. The cognitive-affective connection in teaching and learning has been reinforced for me time and again....My philosophy of engaging students as co-inquirers has also influenced my efforts to prepare students for university or college faculty positions. complete text of Chuck's narrative

We are supported by: The Office of Undergraduate Studies provides the funding for our work through its commitment to leadership and oversight of undergraduate curricular and co-curricular education at the University of Maryland. The Center for Teaching Excellence support us as part of the campus-wide efforts to enhance and reform undergraduate education.