Resources
An active blog spot supporting "efforts to make public the reflection and study of teaching and learning” — advice and tips for writing the scholarship of teaching. 
This February 2015 posting by Prof. Hacker on the Chronicle of Higher Education site provides brief annotations for “the best” blogs by faculty developers at teaching and learning centers across North America (according to an informal survey). 
Special issue of “Syllabus,” an online journal that posts annotated syllabi and short-article course descriptions submitted by college and university professors. 
Click Here for Book Review Abstract: Edited collection featuring essays from exceptional National Teaching Fellows. Presents the cutting-edge of pedagogical thinking on the most important topics in higher education today, including student engagement, assessment, internationalisation and employability. Destined to become a 'must-read' guide for anyone involved in higher education. (From the Publisher)
Click Here for Book Review Abstract: Today’s seminary and religious-education instructors are expected to design and redesign their courses more nimbly than in the past. We have to adapt our courses to novel learning environments, for more diverse learners, toward more diverse vocations. At the same time, institutional rewards for time invested in course design are fewer than ever. Understanding Bible by Design introduces the reader to Understanding by Design: an approach to course design that is proven time-efficient and grounded in the instructor’s most closely-held convictions about her subject matter’s “big ideas and essential questions.” This book’s contributors (one in Old Testament, one in New Testament, and one in Jewish Studies) demonstrate the value of Understanding Bible by Design for the Biblical Studies instructor, whether at seminary or university, face-to-face or online, from the intimate seminar to the massive MOOC. Lester’s synopsis of course design and suggested action is followed by a collaborative dialogue with Jane S. Webster and Christopher M. Jones. Webster and Jones provide practical commentary regarding the successful implementation of Lester’s proposed approaches. As a group, Lester, Webster, and Jones create a text that extends pedagogical innovation in inspiring but practical ways. (From the Publisher)
How do we enter the practice of self-renwal, given the tricky balancing act of negotiating personal identity in the classroom - both the many wye we identify ourselves, and the ways we are identified by others. 
Although academic identity has received attention in the literature, there have been few attempts to understand the influence on identity from engagement with the Scholarship of Teaching and Learning (SoTL). In this paper, we (a group of eight scholars from five different countries) describe how our interactions with SoTL have impacted the shaping of our academic identities. We have struggled to define the value, purpose, outcomes, and meanings of being a disciplined SoTL scholar, sometimes in addition to and sometimes in opposition to being a disciplinary scholar. Through analysis of our own 100-word reflective narratives, we identify common conflicts and configurations around our experiences of developing a SoTL identity. We describe how navigating among conflicting identities can lead us into a troublesome but deeply reflective liminal space, prompting profound realizations and the reconstruction of academic identity. Drawing on this notion of liminality helps us to understand our journeys as moving through a necessary and important transformational landscape, and allows us to suggest ways to support those engaging with SoTL to develop an integrative SoTL identity.
Lehigh University’s five-page template “captures some best practices in syllabus construction” and permits you to create your own best-practices syllabus.
From Texas Tech University, this 8-page document provides general strategies and tips for developing a syllabus. Starting with an explanation of the goal and function of a syllabus, it then provides advice on each of the required and optional sections of a syllabus, and ends with a list of online and paper-based resources.
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.