I recently read an article in Studies in Higher Education titled “Why Do Academics Blog?” It got me thinking about this blog and why I do it.
I recently attended the annual conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL). The conference allowed me to reflect on questions about the scholarship and practice of teaching and learning, and it fueled thoughts that eventually led to this article on how we might go about modeling scholarly practice.
How much can we learn from each other’s experiences? A lot, but there are reasons to be cautious. Sometimes what’s been learned from an experience, or set of experiences, is wrong. That’s true whether the learning is about teaching or life.
In 1997 Ernest Boyer identified the concept of the Scholarship of Teaching. This was the first time that TEACHING had been identified as legitimate scholarship. Over time this idea has evolved into the movement called “SoTL” or the Scholarship of Teaching and Learning. Many of us are scholarly teachers; we read the literature, plan, assess, reflect, and revise. But what makes our teaching scholarship is very different. Lee Shulman (1999) clearly delineated the difference. To be scholarship, teaching must become public, be an object of critical review and evaluation by members of one’s community, and it must be built upon and developed.
Milt Cox provides practical tips for completing and publishing your SoTL project, as well as the missteps you need to avoid when working with journal editors.
I read lots of articles on teaching and learning. Most are solid pieces of pedagogical scholarship; a few are exceptional and I found one of those here lately. I prepared a long and detailed summary of it for the August/September issue of The Teaching Professor newsletter. For this post I’d like to identify several features that make this such an outstanding exemplar of pedagogical scholarship.
Each year Magna Publications sponsors an award recognizing an outstanding piece of scholarly work on teaching and learning. Authors received the award and its $1,000 stipend at the 9th annual Teaching Professor Conference this past weekend in Washington, D.C.
As a scholarly writer, you were probably educated at the School of Hard Knocks, but it’s not the only school or even the best. Much is known about how to become more prolific—and any scholar can. Even when you can’t work harder, there are important ways to work smarter. Other scholars can help you so
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.
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.