SOTL Annotated Bibliography

SOTL Annotated Bibliography

SOTL Annotated Bibliography

From Boyer (1990) Scholarship Reconsidered by ewallace on Sun Feb 19 09:27:00 2006: 

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.


From Shulman, Lee (2000) From Minsk to Pinsk by ewallace on Wed Mar 1 23:21:00 2006:
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.

...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.

www.iusb.edu/~josotl//shulman.pdf


From Re: Scholarship revisited: Perspectives on the Scholarship of Teaching by camundsa on Tue Feb 21 13:50:00 2006:
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)

http://www.josseybass.com/WileyCDA/ class="wiki_newentry" href="https://scope.bccampus.ca/mod/wiki/create.php?swid=7&title=WileyTitle&action=new">WileyTitle/productCd-0787954470.html

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.

From Clarke (2005) The Scholarship of Teaching and Learning - A Community of Practice Perspective by scurrie on Fri Feb 24 06:58:00 2006: 

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


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

From Huber & Morreale, 2005 (from Barb on "...What does it mean?" thread) by paulb on Sun Feb 26 17:18:00 2006:

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
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...Originally posted by Barb, pointing out an article from the Carnegie Foundation (Huber & Morreale, 2005) on the "What does it mean?" thread (http://scope.bccampus.ca/mod/forum/discuss.php?d=144)
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...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.).



From Chan, et al. (2001). Reconceptualizing the Faculty Role: Alternative Models. by paulb on Tue Feb 28 18:03:00 2006:

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

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!