Scholarship of Teaching and Learning (SoTL) Projects in Plant Pathology

  • D. M. EastburnEmail author
  • C. J. D’Arcy
Part of the Plant Pathology in the 21st Century book series (ICPP, volume 4)


All faculties who have teaching responsibilities should endeavour to teach effectively. Some elements of effective teaching include conveying information to students in an organised manner, engaging students in the learning process, and sharing a sense of enthusiasm for the material being covered. However, it takes work to become an excellent teacher. Those who make the effort to become informed about teaching practices by attending seminars and workshops, or by reading articles on the teaching process, can be called scholarly teachers. Faculty members who endeavour to investigate the effectiveness of their teaching practices using accepted research methods and then make the results of those investigations public are practitioners of the scholarship of teaching and learning. In this chapter we will provide some history and justification for the scholarship of teaching and learning (SoTL) movement. We will describe three examples of SoTL projects that we have conducted in our undergraduate course, ‘Plants, Pathogens, and People’, and we will provide our opinion on why we think it is important for plant pathology teachers to become involved in the scholarship of teaching and learning.


Student Learning Learning Style Instructional Medium Enhance Student Learning Instructional Format 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Bass R (1999) The scholarship of teaching: what’s the problem? Inventio 1:1.
  2. Boyer EL (1991) The scholarship of teaching: from “scholarship reconsidered: priorities of the professoriate”. Coll Teach 39:11–13Google Scholar
  3. Bruce BC, Dowd H, Eastburn DM, D’Arcy CJ (2005) Plants, pathogens, and people: extending the classroom to the web. Teach Coll Rec 107:1730–1753CrossRefGoogle Scholar
  4. D’Arcy CJ, Eastburn DM, Bruce BC (2008) How media ecologies can address diverse student needs. Coll Teach 55:1–7Google Scholar
  5. D’Arcy CJ, Eastburn DM, Mullally K (2007) Effective use of a personal response system in a general education plant pathology class. Plant Health Instr. doi: 10.1094/PHI-T-2007-0315-07 Google Scholar
  6. Gregorc AF (1982) An adult’s guide to style. Gabriel Systems, Maynard, MAGoogle Scholar
  7. Gregorc AF (2007) Gregorc style delineator. Accessed 8 Jan 2009
  8. Hutchings P, Shulman LS (1999) The scholarship of teaching: new elaborations, new developments. Change 31:10–15CrossRefGoogle Scholar
  9. Mazur E (2009) Education. Farewell, lecture? Science 323:50–51PubMedCrossRefGoogle Scholar
  10. Shulman LS (2000) Fostering a scholarship of teaching and learning. Institute of Higher Education, Georgia University, AthensGoogle Scholar

Copyright information

© Springer Science+Business Media B.V. 2010

Authors and Affiliations

  1. 1.Department of Crop SciencesUniversity of IllinoisUrbanaUSA

Personalised recommendations