Preparing teaching scholars: Comparing programs and practices in Australia, New Zealand and the USA

In Australia, New Zealand, and the USA - among other countries - academic development units have developed and implemented formal programs to prepare academics to be scholarly/research-led teachers. In some cases, such programs focus particularly on the scholarship of teaching and learning, often referred to as SoTL. Based on a mainly web-based review of academic development efforts in several dozen universities across the three countries mentioned above, this paper proposes a scheme for analysing and categorising such programs. Key questions to be considered in this interactive session include: What are the distinguishing characteristics of the scholarship of teaching and learning in different universities and different national contexts? To what extent do espoused theories of teaching, learning and institutional change influence such programs? Examples of the goals/purposes, theoretical bases, and academic development approaches used in all three countries will be drawn upon to illustrate the scheme and to prompt discussion among participants.