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
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.
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.
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]
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?
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.).
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
"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!
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