Disciplinary TEL Teaching Communities
In 1990 Ernest L. Boyer, president of the Carnegie Foundation for the Advancement of Teaching, published his groundbreaking work, Scholarship Reconsidered: Priorities of the Professoriate, in which he redefined the work of faculty members in a way that reflected more realistically the range of scholarly activities required by academic and civic mandates. He went beyond the common “scholarship of teaching vs. research” argument and broadened the term “scholarship” to include the scholarship of discovery, integration, application, and teaching. Since then there has been much debate about defining and assessing the scholarship of teaching. Three common questions that have been asked include the following:
- What do teachers need to do to take the scholarship of teaching seriously?
- How can we assess the scholarship of teaching?
- How is the scholarship of teaching viewed similarly and differently by faculty members in various disciplines?
More recently, scholars are asking how the integration of multimedia and Internet technologies have influenced the way we think about the scholarship of teaching.
Seminar
April 27, 2004
12:00 p.m.-1:30 p.m.
101 Walter Library
Moderator:
Linda Jorn
Digital Media Center, Twin Cities campus
Panelists:
María Emilce López
Department of Spanish and Portuguese Studies, Twin Cities campus
Susan Henly
School of Nursing, Twin Cities campus
William Riley
Division of Health Services Research and Policy, Twin Cities campus
Micky Trent
Department of Clinical and Population Sciences, Twin Cities campus
The panelists will address questions such as:
- How do disciplinary research norms influence the methods used to evaluate and assess teaching and learning and the acceptance of research in pedagogy? In other words, what would be valued as ‘scholarly activity' when researching teaching and learning?
- What trends, (e.g., student demographics) have changed the conversations about the scholarship of teaching and learning in your disciplines?
- What instructional practices used in your disciplines can give us special insight into teaching, improve teaching practices, or be adapted by teachers outside of your disciplines?
- Researchers, such as Light (2001), indicate that senior undergraduates value interdisciplinarity, or at least understanding how courses in their disciplines fit in a broader context. Is this happening in your disciplines?
- What does it mean to be a “good teacher” in your disciplines? Is a teacher who excels in the scholarship of teaching necessarily a “good teacher”? What rubrics exist in your department for assessing the scholarship of teaching?
Bibliography
American Association for Higher Education. Home page. Washington, D.C.: American Association for Higher Education, 2003. http://www.aahe.org/.
Arreola, Raoul A., Michael Theall, and Lawrence M. Aleamoni. "Beyond Scholarship: Recognizing the Multiple Roles of the Professoriate." Paper presented at the American Educational Research Association convention, Chicago, Illinois, 2003. http://www.cedanet.com/meta/Beyond Scholarship.pdf.
Boyer, Ernest L. Scholarship Reconsidered: Priorities of the Professoriate. Princeton , N.J.: Carnegie Foundation for the Advancement of Teaching, 1990.
Carnegie Foundation for the Advancement of Teaching. Home page. Stanford, CA: The Carnegie Foundation for the Advancement of Teaching, 2003. http://www.carnegiefoundation.org/.
Glassick, Charles E. "Scholarship Assessed: A Special Report on Faculty Evaluation." Abstract of a paper presented at the Fifth AAHE Conference on Faculty Roles and Rewards, San Diego, California (18 January 1997). Also available online: “Peer Review of Teaching.” Lincoln, NE: University of Nebraska-Lincoln. http://www.unl.edu/peerrev/about/scholarship.html.
Glassick, Charles, E., Mary Taylor Huber, and Gene I. Maeroff. Scholarship Assessed: An Evaluation of the Professoriate. San Francisco: Jossey-Bass, 1997.
Huba, Mary E., and Jann E. Freed. Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Boston: Allyn and Bacon, 2000.
Huber, Mary T., and Sherwyn P. Morreale. Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground. Washington, D.C.: American Association for Higher Education and The Carnegie Foundation for the Advancement of Teaching, 2002. Introduction available online: "Situating the Scholarship of Teaching and Learning: A Cross-Disciplinary Conversation." The Carnegie Foundation for the Advancement of Teaching. http://www.carnegiefoundation.org/elibrary/docs/situating.htm.
Light, Richard J. Making the Most of College: Students Speak Their Minds. Cambridge, Mass.: Harvard University Press, 2001.
Lunsford, Matt. Review of Scholarship Reconsidered: Priorities of the Professoriate, by Ernest L. Boyer. Jackson, TN: Union University Center for Faculty Development. http://www.uu.edu/centers/faculty/bookreviews/lunsford.htm .
Mallard, Kina. Review of Scholarship Assessed: An Evaluation of the Professoriate, by Charles E. Glassick, Mary T. Huber, and Gene I. Maeroff. Jackson, TN: Union University Center for Faculty Development. http://www.uu.edu/centers/faculty/bookreviews/mallard.htm.
Maxwell, Kelly. Review of Scholarship Assessed: An Evaluation of the Professoriate, by Charles E. Glassick, Mary T. Huber, and Gene I. Maeroff. Education Review. http://edrev.asu.edu/reviews/rev15.htm.
Shulman, Lee. "Making Differences: A Table of Learning." Available online: Carnegie Foundation for the Advancement of Teaching. http://www.carnegiefoundation.org/elibrary/docs/making_differences.htm.
------. “Taking Learning Seriously.” Change 31, no. 4 (July/August 1999): 11–17. Also available online: Carnegie Foundation for the Advancement of Teaching. http://www.carnegiefoundation.org/elibrary/docs/taking.htm.
Shavelson, Richard J., and Leta Huang. "Responding Responsibly to the Frenzy to Assess Learning In Higher Education." Change 35, no. 1 (January/February): 10–19. Also available online: “Publications > Change Magazine.” American Association for Higher Education. http://www.aahe.org/change/shavelson.pdf.
Sockett, Hugh. "Creating a Culture for the Scholarship of Teaching." Inventio2, no. 1 (spring 2000). Available online: http://www.doiiit.gmu.edu/inventio/past/display_past.asp?pID=spring00&sID=sockett.
