I am pleased to announce the Second Annual McGraw-Hill and Magna Publications Award for Scholarly Work on Teaching and Learning. You’ll find all the details on The Teaching Professor website (www.teachingprofessor.com), including how to submit pieces (your work and that of others), the selection criteria, and the review process. In case you’ve forgotten, a $1,000 award goes to the author or is shared by authors of the winning article, which will be announced at the 2010 Teaching Professor Conference.
Valuing and recognizing scholarly work on teaching and learning is one of my most passionate interests. I’ve said this before in the blog, but it bears repeating. Until there is a quality literature that supports our pedagogical practice, college teaching will not gain the professional recognition it deserves.
I continue my now lengthy editorship of The Teaching Professor newsletter and these weekly blogs because there is so much good pedagogical scholarship that merits review and your attention. I am regularly amazed at how much literature there is and how much there is to learn about college-level teaching and learning. Not only is this literature rich, it’s diverse and unique. There are wonderful articles reporting on the design and assessment of creative learning activities (assignments, classroom activities). There are impressive quantitative and qualitative analyses of relevant research questions. There are thoughtful accounts of experiences that have caused teachers to grow and change. Reviewing the pedagogical periodicals is still one of my favorite aspects of editing the newsletter.
Just in case you missed them, here’s a list that includes last year’s winning article (in bold) and the four finalists. If you take a look at any of them, you’ll see why work like this merits recognition. So please submit work that you’ve done and nominate the work of others. A few pedagogical publications recognize outstanding articles, but to our knowledge this is the only national award that recognizes the scholarship of teaching.
Diaz, A., J., Middendorf, J., Pace, D., and Shopkow, L. (2008). The history learning project: A department decodes its students. Journal of American History, 94 (4), 1211-1224.
Hayes-Bohanan, P., and Spievak, E. (2008). You can lead students to sources, but can you make them think? Journal of College and Undergraduate Libraries, 15 (1-2), 173-210.
Hawk, T. F., and Lyons, P. R. (2008). Please don’t give up on me: When faculty fail to care. Journal of Management Education, 32 (3), 316-338.
Lerner, N., Craig, J., and Poe, M. (2008). Innovation across the curriculum: Three case studies in teaching science and engineering communication. IEEE Transactions on Professional Communication, 51 (3), 280-301.
Prince, M. J., Felder, R. M., and Brent, R. (2007). Does faculty research improve undergraduate teaching? An analysis of existing and potential synergies. Journal of Engineering Education, 96 (4), 283-294.