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updated 25 July 2006
THE SCHOLARSHIP OF TEACHING ROUND TABLE
We believe the time has come to move beyond the tired old “teaching versus
research” debate and give the familiar and honorable term “scholarship” a
broader, more capacious meaning, one that brings legitimacy to the full scope of academic
work. Surely, scholarship means engaging in original research. But the work of
the scholar also means stepping back from one’s investigation, looking for
connections, building bridges between theory and practice, and communicating one’s
knowledge effectively to students.
—Ernest Boyer, 1990
Created in the fall of 2001 by Dr. Nancy Remler (LL&P), the Scholarship of Teaching
Round Table provides opportunities for AASU faculty to discuss their interest in examining
the effects of their teaching on students’ learning.
For the past three years the Round Table has been directed by Dr. Sabrina Hessinger
(co-principal investigator for Southeast Region
PRISM), who will be joined in 2006-2007 by Dr. David Leaver and his colleagues in the
University System of Georgia Learning Academies project. This faculty development
activity is generally held at noon in Solms 209 on the third Friday of every month.
Faculty interested in participating in the Round Table should please contact Dr. Hessinger
(hessinsa@mail.armstrong.edu), Dr. Leaver
(leaverda@mail.armstrong.edu), or Dick
Nordquist (nordqudi@mail.armstrong.edu).
-Goals of the Round Table
-Criteria for Scholarship
of Teaching Activities
-Scholarship of Teaching
Resources
The goals of the round table are as follows:
To promote and support scholarship of teaching activities on Armstrong's campus
To provide peer review and feedback on scholarship of teaching projects
To support faculty in their efforts to balance teaching and scholarship responsibilities
To foster interdisciplinary collaboration and collegiality
For an activity to be designated as scholarship, it should manifest at least three key characteristics: it should be public, susceptible to critical review and evaluation, and accessible for exchange and use by other members of one's scholarly community.
--Lee Shulman, 1999
What is the Scholarship of Teaching?
At the first round table meeting in fall 2001, members proposed the following criteria for scholarship of teaching activities:
It requires the intent to enhance teaching and learning.
It involves identifying, acting upon, and reconsidering a challenge or question regarding teaching and learning.
It involves reflection on the question or challenge.
It requires an encounter with literature related to that challenge or question.
It follows a specific method and produces data, which are documented.
The documentation is submitted to the critique of peers.
It is assessed. Part of that assessment may include the critique of one's peers, listed above.
Although all members agreed on the above listed criteria, there was some discussion about other possible criteria of teaching scholarship. For instance, should scholarship of teaching produce empirical answers? What kind of data does scholarship of teaching require? Should it should develop new theory or apply existing theory? Although clearly there may be differences of opinions as to the specific criteria of the scholarship of teaching, the above listed general criteria provide a suitable framework for research and discussion.
| Scholarship
of Teaching Resources CASTL: Carnegie Academy for the Scholarship of Teaching and Learning "CASTL seeks to support the development of a scholarship of teaching and learning that: 1) fosters significant, long-lasting learning for all students; 2) enhances the practice and profession of teaching; 3) brings to faculty members' work as teachers the recognition and reward afforded to other forms of scholarly work." International Society for the Scholarship of Teaching and Learning "The International Society for the Scholarship of Teaching & Learning (ISSOTL) serves faculty members, staff, and students who care about teaching and learning as serious intellectual work. The goal of the Society is to foster inquiry and disseminate findings about what improves and articulates post-secondary learning and teaching." An Introduction to the Scholarship of Teaching and Learning (Center for Instructional Development and Research at the University of Washington) The Maricopa Institute for Learning "The Maricopa Institute for Learning (MIL) is a fellowship for residential faculty in any discipline who are interested in examining significant issues in their teaching fields and contributing to the scholarship of teaching and learning through classroom research projects. Its secondary purpose is to create a community of scholars that will engage in conversations about the scholarship of teaching and learning." "The Scholarship of Teaching" by Eileen Bender and Donald Gray (Indiana University, 1999) "The
Scholarship of Teaching: New Elaborations, New Developments" |
Site maintained
by Dr. Richard Nordquist
Armstrong
Atlantic State University
Savannah, Georgia 31419
912/921 5991
e-mail: nordqudi@mail.armstrong.edu
page updated 25 July 2006
