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Scholarship Revisited: Perspectives on the Scholarship of Teaching (Issue 86: New Directions for Teaching and Learning- TL)
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More About This Title Scholarship Revisited: Perspectives on the Scholarship of Teaching (Issue 86: New Directions for Teaching and Learning- TL)

  • English

English

Despite growing literature and research, the scholarship of teaching is a subject that has experienced considerable ambiguity, as well as unresolved issues in its assessment and evaluation. With innovative and practical solutions designed to improve the scholarly process as a whole, this issue presents the outcomes of a Delphi Study conducted by an international panel of academics working in postsecondary teaching and learning and faculty evaluation scholarship. Examining the growth in the scholarship of teaching from different perspectives, the authors identify its important components, define its characteristics and outcomes, and reach consensus on its most pressing issues. They discuss in greater depth a model to guide much needed educational development initiatives as well as the crucial role of the faculty developer in promoting effective growth and development. Achieving their goal to present the scholarship of teaching in a way that is consistent with its research, the authors have contributed a valuable resource for current and future scholarship in this important field.
  • English

English

1. Conceptualizing the Scholarship of Teaching and Identifying Unresolved Issues: The Framework for This Volume (Carolin Kreber).
What do we mean by a scholarship of teaching? What are its major characteristics and components? What issues stand in the way of greater institutionalization of the concept on our campuses?

2. The Relation Between Research and the Scholarship of Teaching (Michael B. Paulsen).
The author explores the relation between research and the scholarship of teaching, with an emphasis on the central role of the creation of pedagogical content knowledge.

3. Assessing the Scholarship of Teaching: Valid Decisions from Valid Evidence (Michael Theall, John A. Centra).
In order to assess, recognize, and reward the scholarship of teaching, it is critical to define its characteristics and outcomes. This chapter discusses evaluation criteria for both formative and summative purposes.

4. Learning More from the Wisdom of Practice (Maryellen Weimer).
FacultyÕs experience-based knowledge about teaching is rarely informed by existing educational frameworks and models. Can the wisdom of practice be improved and thereby contribute more to the scholarship of teaching?

5. Scholarly Teaching and the Scholarship of Teaching (Laurie Richlin).
The scholarship of teaching goes beyond scholarly teaching, but both are part of the scholarly process. The scholarly process can lead to improved teaching and to scholarly publications and presentation.

6. Expertise and the Scholarship of Teaching (Ronald Smith).
Faculty can move beyond excellence and develop expertise in teaching as well as in the scholarship of teaching. This author explores growth in teaching and in the scholarship of teaching from three different perspectives on the development of expertise.

7. The Scholarship of Teaching and Its Implementation in Faculty Development and Graduate Education (Carolin Kreber).
If the idea of the scholarship of teaching is taken seriously, we need greater opportunity for present and future members of the professoriate to learn about it. The author makes some suggestions and discusses in greater depth a model that could guide educational development initiatives.

8. Making Explicit the Development Toward the Scholarship of Teaching (Cynthia B. Weston, Lynn McAlpine).
The authors discuss the development and growth toward the scholarship of teaching in terms of a continuum of three phases of development and explore the role of the faculty developer in promoting the scholarship of teaching.

9. Observations, Reflections, and Speculations: What We Have Learned About the Scholarship of Teaching and Where It Might Lead (Carolin Kreber).
Knowing what constitutes the scholarship of teaching and how to assess and promote it is an important accomplishment. Yet where does teaching excellence fit in? Should it be valued also and, if so, how? This chapter considers this issue by revisiting what has been learned from this volume.

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