Integration of Boyer's Theory of Teaching and Learning into Undergraduate Education: Application to Resident Instruction and Distance Education

Abstract

According to Boyer's theory of teaching and learning, teaching becomes scholarly when four components (discovery, integration, application, and teaching) are integrated within and throughout the educator's efforts. Scholarship is holistic, and the elimination of one or more components diminishes the strength of scholarship. The purpose of this article is to demonstrate how Boyer's theory of scholarship is applied to resident instruction and distance education at a midsize university in the West. The infusion of Boyer's components results in communication and content skills students learn while completing assignments that go beyond the memorization of apparel and merchandising concepts. Regardless of the method of instruction delivery, Boyer's theory of scholarship may be applied to course concepts to assist students in the long-term learning process. Students also gain valuable leadership skills that are used to benefit the community.

Textiles Literacy: Implementing Inquiry-Based Learning in a Basic Textiles Class

“…It is an essential class within most fashion curricula and yet students increasingly express that they struggle to comprehend the course content (Marcketti et al, 2013). The scholarship of teaching and learning (SoTL), the practice of studying teaching strategies and how students learn, has gained increasing importance in the field of textiles and fashion in an effort to improve teaching effectiveness (Bickle et al, 2005; Meyer & Kadolph, 2005). According to Bickle et al (2005), SoTL uses Boyer's theory in which knowledge is acquired through discovery (investigation), integration (synthesis), application (practice), and teaching.…”

“…The scholarship of teaching and learning (SoTL), the practice of studying teaching strategies and how students learn, has gained increasing importance in the field of textiles and fashion in an effort to improve teaching effectiveness (Bickle et al, 2005; Meyer & Kadolph, 2005). According to Bickle et al (2005), SoTL uses Boyer's theory in which knowledge is acquired through discovery (investigation), integration (synthesis), application (practice), and teaching. Several scholars have examined teaching and learning strategies in textiles classes, including problem-based learning, team-based learning, and active learning (Farr et al, 2005; Kadolph, 2005); however, little research has been done with regard to textiles using the broader and more flexible learning concept, IBL.…”