This is a space where everyone is invited to provide information about a
book that has inspired, a website that has been an invaluable resource, a
popular publication that might lead us to an interesting discussion of SOTL.
Please put the name of the resource in the Subject Line, and provide the
full reference or link in the body of the message, along with an annotation
or explanation. This is yet another way for us to build understanding of
SOTL.
Boyer, Ernest L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching
Many would agree that this text inspired the SoTL movement in the US, and beyond. Boyer?s central argument is that research should not be the only faculty activity to be valued as scholarly within universities. Based on the results of the 1989 National Survey of Faculty, the results of which are provided in the book, Boyer concludes that we need to broaden the definition of scholarship. He suggests that faculty should engage in, and be recognized for four forms of intellectual activity: the scholarship of integration, the scholarship of discovery, the scholarship of application and the scholarship of teaching.
Shulman, Lee.(2000). From Minsk to Pinsk: Why a scholarship of teaching and learning? Journal of Scholarship of Teaching and Learning(Jo SoTL). Volume I, Number 1, pp. 48-53. Indiana University.
There have been some great resources added to this thread. Thanks to everyone who is helping to build this repository in SCoPE.
This particular discussion will be winding up in a few days on March 5, and I don't want to miss the opportunity to provide a link to another of the writings that is considered to be foundation in the SoTL movement. This short, online journal article addresses the question of "why" and it's very well worth reading. However, I hope you'll also check out the JoSoTL site for other illuminating articles.
In reply to Elizabeth Wallace
Re: Scholarship revisited: Perspectives on the Scholarship of Teaching
by Cheryl Amundsen -
Kreber, C. (Ed.) (2001, Summer). Scholarship revisited: Perspectives on the Scholarship of Teaching. New Directions Teaching and Learning Series, No. 86, San Francisco: Jossey-Bass. (www.josseybass.com)
This is an edited book, the purpose of which was to come to consensus about the meaning of the term "Scholarship of Teaching and Learning" --- so an especially relevant publication for this forum. In the first chapter of this book Caroline Kreber, the editor, presents the findings from a international Delphi study she conducted that sought to refine understanding about SoTL. Two chapters, I found particularly interesting were: Chapter 2: The Relation between Research and the Scholarship of Teaching and Chapter 8: Making Explicit the Development Toward the Scholarshp of Teaching.
This is an edited book, the purpose of which was to come to consensus about the meaning of the term "Scholarship of Teaching and Learning" --- so an especially relevant publication for this forum. In the first chapter of this book Caroline Kreber, the editor, presents the findings from a international Delphi study she conducted that sought to refine understanding about SoTL. Two chapters, I found particularly interesting were: Chapter 2: The Relation between Research and the Scholarship of Teaching and Chapter 8: Making Explicit the Development Toward the Scholarshp of Teaching.
In reply to Cheryl Amundsen
Re: Scholarship revisited: Perspectives on the Scholarship of Teaching
by Paul Beaufait -
Thanks for the pointer; I can hardly wait to get my hands on the book itself!
Kreber, C. (Ed.) (2001). Scholarship revisited: Perspectives on the Scholarship of Teaching. New Directions [for] Teaching and Learning Series, No. 86, San Francisco: Jossey-Bass. [http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0787954470.html]
Cheers, Paul
Kreber, C. (Ed.) (2001). Scholarship revisited: Perspectives on the Scholarship of Teaching. New Directions [for] Teaching and Learning Series, No. 86, San Francisco: Jossey-Bass. [http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0787954470.html]
Cheers, Paul
In reply to Paul Beaufait
Re: Scholarship revisited: Perspectives on the Scholarship of Teaching
by Vivian Neal -
Hi Paul,
Welcome to SCoPE and good to "see" you again! I'm still getting my mind around the idea of scholarship in teaching and learning, and this book seems to be the perfect place to start - thanks Cheryl.
Vivian
In reply to Elizabeth Wallace
Clarke (2005) The Scholarship of Teaching and Learning - A Community of Practice Perspective
by Sylvia Currie -
This article by Michael Clarke published in the February, 2005 issue of Teaching Options at Univeristy of Ottawa helped me to understand the history, as well as the reasons we have struggled with the ideas around the scholarship of teaching and learning and what it means in action.
http://www.uottawa.ca/academic/cut/options/fev_05/ENG/article2_0.htm
http://www.uottawa.ca/academic/cut/options/fev_05/ENG/article2_0.htm
Hi Sylvie,
If I may take a few words from your post out about Clarke (2005) out of context, and juxtapose them (below), they may serve as a springboard for understanding:
Action, struggle, history, reasons, options...
Would you care to elaborate on the "What does it mean?" thread?
Cheers, Paul
If I may take a few words from your post out about Clarke (2005) out of context, and juxtapose them (below), they may serve as a springboard for understanding:
Action, struggle, history, reasons, options...
Would you care to elaborate on the "What does it mean?" thread?
Cheers, Paul
In reply to Elizabeth Wallace
Huber & Morreale, 2005 (from Barb on "...What does it mean?" thread)
by Paul Beaufait -
Thanks, Barb, for pointing out an article from the Carnegie Foundation (Huber & Morreale, 2005) on the "What does it mean?" thread (http://scope.lidc.sfu.ca/mod/forum/discuss.php?d=144), where a question of discipline specificity bubbles.
Whether you favor "a community of practice perspective," such as that pointed out by Sylvie in a previous post on this tread (Clarke, 2005), or adhere to communities of discourse at disciplinary interfaces, after reading Huber & Morreale, perhaps you'll agree that SoTL has to be about learning:
"What matters in the end is whether, through our participation in this new trading zone, students' understanding is deepened, their minds and characters strengthened, and their lives and communities enriched" (Huber & Morreale, final para.).
Cheers, Paul
References
Clarke, Michael. (2005).The Scholarship of Teaching and Learning - A Community of Practice Perspective. Retrieved February 27, 2006, from http://www.uottawa.ca/academic/cut/options/fev_05/ENG/article2_0.htm
Huber, Mary Taylor; & Morreale, Sherwyn P. (2005). Situating the Scholarship of Teaching and Learning: A Cross-Disciplinary Conversation. Retrieved February 27, 2006, from http://www.carnegiefoundation.org/publications/sub.asp?key=452&subkey=610
Whether you favor "a community of practice perspective," such as that pointed out by Sylvie in a previous post on this tread (Clarke, 2005), or adhere to communities of discourse at disciplinary interfaces, after reading Huber & Morreale, perhaps you'll agree that SoTL has to be about learning:
"What matters in the end is whether, through our participation in this new trading zone, students' understanding is deepened, their minds and characters strengthened, and their lives and communities enriched" (Huber & Morreale, final para.).
Cheers, Paul
References
Clarke, Michael. (2005).The Scholarship of Teaching and Learning - A Community of Practice Perspective. Retrieved February 27, 2006, from http://www.uottawa.ca/academic/cut/options/fev_05/ENG/article2_0.htm
Huber, Mary Taylor; & Morreale, Sherwyn P. (2005). Situating the Scholarship of Teaching and Learning: A Cross-Disciplinary Conversation. Retrieved February 27, 2006, from http://www.carnegiefoundation.org/publications/sub.asp?key=452&subkey=610
In reply to Elizabeth Wallace
Chan, et al. (2001). Reconceptualizing the Faculty Role: Alternative Models.
by Paul Beaufait -
Whilst adding a recent Tomorrow's Professor (TP) find to the mentoring section of a working bibliography (as well as to the "Mentorship" thread on this forum), I rediscovered an older find, Chan et al. (2001):
"Mentoring embeds us in a distinctive approach to teaching and learning that deliberately legitimates the questioning of faculty authority and the claims to knowledge upon which that authority rests" (TP, 2005; Faculty as Mentor, para. 8 or 9).
The whole book sounds like a good read, if you can find it in your library - or room for it in your budget!
References
Chan, James R., Fortunato, Michael V., Mandell, Alan, Oaks, Susan, and RyanMann, Duncan. (2001). Reconceptualizing the Faculty Role: Alternative Models. Ch. 19 in Smith, Barbara Leigh, & McCann, John (Eds.), 2001, Reinventing Ourselves: Interdisciplinary Education, Collaborative Learning, and Experimentation in Higher Education. Bolton, MA: Anker Publishing Company.
Tomorrow's Professor [TP]. (August 12, 2005). TP Msg.#655 RECONCEPTUALIZING THE FACULTY ROLE; ALTERNATIVE MODELS. Retrieved March 1, 2006, from http://ctl.stanford.edu/Tomprof/postings/655.html
"Mentoring embeds us in a distinctive approach to teaching and learning that deliberately legitimates the questioning of faculty authority and the claims to knowledge upon which that authority rests" (TP, 2005; Faculty as Mentor, para. 8 or 9).
The whole book sounds like a good read, if you can find it in your library - or room for it in your budget!
References
Chan, James R., Fortunato, Michael V., Mandell, Alan, Oaks, Susan, and RyanMann, Duncan. (2001). Reconceptualizing the Faculty Role: Alternative Models. Ch. 19 in Smith, Barbara Leigh, & McCann, John (Eds.), 2001, Reinventing Ourselves: Interdisciplinary Education, Collaborative Learning, and Experimentation in Higher Education. Bolton, MA: Anker Publishing Company.
Tomorrow's Professor [TP]. (August 12, 2005). TP Msg.#655 RECONCEPTUALIZING THE FACULTY ROLE; ALTERNATIVE MODELS. Retrieved March 1, 2006, from http://ctl.stanford.edu/Tomprof/postings/655.html