Further reading

Kolb, D. and Fry, R. 1975, "Toward an Applied Theory of Experiential Learning", in C. Cooper (ed.) Theory of Group Processes, John Wiley and Sons Inc, New York.

This chapter presents and explains the model of the experiential learning cycle.  

Schön, D. A. (1995). Knowing-in-Action: The New Scholarship Requires a New Epistemology. Change, 27(6), 26-34.

If you are interested in reflection in action and reflection on action then you can start with this article by Schön. This article defines and explains the two concepts and at just 10 pages it will provide you with a useful introduction to reflective teaching. If the article interests you, then you might try the suggested book (below). 

Schön, D. A. (1987). Educating the Reflective Practitioner. San Francisco: Jossey-Bass.

Donald Schön examines five professions - engineering, architecture, management, psychotherapy and town planning - to show how professions really go about solving problems. Although this book was published in the 1980's it is still quoted extensively in the teaching and learning literature. 

This is an excellent web page that provides a clear summary of the place of experience and reflection in the experiential learning cycle.

Richlin, L. (2001). Scholarly Teaching and the Scholarship of Teaching. In L. Richlin (Ed.), New Directions for Teaching and Learning (Vol. 86, pp. 57-68). Brisbane, Australia: John Wiley & Sons, Inc.

This chapter distinguishes among the concepts and practices of scholarly teaching and the scholarship of teaching. It focuses on the ongoing cycle that begins with the scholarly process and can lead to improved teaching practice, scholarly publications, and presentations.

Brew, A., & Ginns, P. (2008). The Relationship between Engagement in the Scholarship of Teaching and Learning and Students' Course Experiences. Assessment & Evaluation in Higher Education, 33(5), 535 - 545.

This paper provides evidence of the relationship between the scholarship of teaching and learning and students’ course experiences and demonstrates the effectiveness of institutional strategies to encourage the scholarship of teaching and learning.

Boyer, E. L. (1990). Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.

Boyer proposed an expanded definition of “scholarship”  based on four functions of academics: discovery (discipline research), integration (making connections across the disciplines), application (applying knowledge to consequential problems), and teaching (educating and enticing future scholars). He argued that, within this framework, all forms of scholarship should be recognized and rewarded, and that this would lead to more personalized and flexible criteria for gaining tenure. Boyer considered teaching as a central element of scholarship but failed to define the scholarship of teaching. This failure has led to an inordinate amount of literature that attempts to define the concept.
 

Trigwell, K., & Shale, S. (2004). Student Learning and the Scholarship of University Teaching. Studies in Higher Education, 29(4), 523-536.

This article focuses on a model of the scholarship of teaching that speci®cally includes students and it is argued that representing the scholarship of teaching as a re¯ective and informed act engaging students and teachers in learning is supportive of the aims central to the project of developing a scholarship of teaching.

 University and Faculty Resources
 

	Postgraduate Qualifications in Medical Education - The Centre for Medical and Health Sciences Education offers a Postgraduate Certificate in Clinical Education,Postgraduate Diploma in Clinical Education, and a  Master of Clinical Educatio.The courses are delivered both full-time and part-time, primarily though online learning, allowing students flexibility to study in their own time.
	The University of Auckland Certificate in Academic Practice - The PGCert in Academic Practice is a credit-bearing programme that provides university lecturers with a structured, research-based educational environment in which they can explore theories of tertiary teaching and academic citizenship and begin to apply these theories to their own teaching.