Posts Tagged ‘scholarship of teaching’
January 23 - Antidotes for the Publish or Perish Syndrome
By: Mark J. Cooper, PhD in Faculty Development
Most universities require tenure-track faculty members to achieve in three particular domains – teaching, service, and scholarship. Scholarship provokes the most anxiety. Faculty members quickly succumb to the publish or perish syndrome; a syndrome depicted by obsessive thoughts about scholarship expectations, a frenzy to publish, restless nights, and a plethora of excuses. The antidotes cleverly identified in this article are designed to treat the publish or perish syndrome.
December 8 - Get Recognized for Your Scholarly Work on Teaching and Learning
By: Mary Bart in Teaching and Learning
Magna Publications and The Teaching Professor are seeking nominations for the Maryellen Weimer Scholarly Work on Teaching and Learning Award. Now in its fourth year, the award recognizes outstanding scholarly contributions that advance college-level teaching and learning practices.
February 17 - Evidence-based Teaching: Staying Current on What Works
By: Maryellen Weimer, PhD in Teaching Professor Blog
My former colleague Jim Fairweather has written a paper commissioned by the National Academies National Research Council Board of Science Education which makes some interesting points. But first a bit of background.
December 16 - Four Characteristics of Outstanding Teachers
By: Maryellen Weimer, PhD in Effective Teaching Strategies
The quest to identify the ingredients, components, and qualities of effective instruction has been a long one. Starting in the 1930s, researchers sought to identify the common characteristics of good teachers. Since then, virtually everybody who might have an opinion has been asked, surveyed, or interviewed.
June 15 - Teaching and Learning Award Winners Recognized at Sold-Out Teaching Professor Conference
By: Mary Bart in Teaching Careers
Last week McGraw-Hill and Magna Publications announced the winners of the second annual Scholarly Work on Teaching and Learning Award. The award recognizes outstanding scholarly contributions that advance college-level teaching and learning practices.
January 19 - Moving Past the Old ‘Teaching vs. Research’ Debate
By: Maryellen Weimer, PhD in Teaching Careers
The argument persists: teaching and research are complementary—each in some synergistic way builds on and supports the other. Standing against the argument is an impressive, ever-growing array of studies that consistently fail to show any linkage between teaching effectiveness and research productivity. Because administrators have a vested interest in faculty being able to do both well, the two sides continue to exchange arguments and accusations in a debate that has grown old, tired, and terribly nonproductive.
December 10 - Making the Shift from Rhetoric to Performance
By: Michael Harris, PhD, and Roxanne Cullen, PhD in Academic Leadership
Discussion of teaching and learning as an academic, scholarly endeavor has become an acceptable conversation on college campuses. A shift is beginning to take place whereby the scholarship of teaching and learning is now being taken seriously. We are making progress in higher education by making undergraduate education intentional, thus moving toward a learner-centered paradigm.
June 8 - Teaching and Learning Award Winners Announced
By: Mary Bart in Teaching and Learning
Congratulations to the winners of the inaugural McGraw-Hill – Magna Publications Scholarly Work on Teaching and Learning Award. Announced last week at the sixth annual Teaching Professor Conference, the award recognizes outstanding scholarly articles on teaching and learning, and includes a $1,000 stipend from McGraw-Hill to the authors of the winning article.
March 30 - Faculty Love It, Just Don’t Call It Assessment
By: Mary Bart in Educational Assessment
In the corporate world, there’s long been talk of breaking down the workplace silos that often prevent true company-wide communication, collaboration, and growth. Now colleges are looking to get faculty out of their silos, as well. The catalyst? That old nemesis: learning outcomes assessment.
July 1 - The Scholarship of Teaching in the Community College
By: John Braxton in Philosophy of Teaching
In his influential Scholarship Reconsidered: Priorities of the Professoriate, Ernest L. Boyer proposed that the definition of “scholarship” be broadened beyond the predominant emphasis on the scholarship of discovery to encompass the scholarship of application, the scholarship of integration, and the scholarship of teaching. What are the objectives of these four different domains of scholarship?
