The Scholarship of Teaching

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The Scholarship of Teaching Learning
Reconsidered

• Reconcile Changes Views Among
• the Family, the School the Society
• Chung-Fu Lan
• National Yang-Ming University
• October 01, 2004

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The School
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Education

• Educate
• To provide w/ training or schooling teach.
• To promote or supervise the mental or moral
  growth of.
• Education
• The process of educating or being educated.
• The knowledge obtained through learning.
• The field of teaching learning.

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Teaching

• Teach
• To communicate knowledge or skill (to).
• To provide instruction in.
• To give insight by example or experience.
• Teaching
• The act, practice, or occupation of teachers.
• Something taught, esp. a precept or doctrine.

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Learning

• Learn
• To acquire knowledge, understanding, or mastery
  (of) by study or experience.
• To memorize.
• To become inform of discover.
• Learning
• knowledge esp. erudition (deep learning
  scholarship).

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Sciences technology

• Science
• The study theoretical explanation of natural
  phenomena.
• A systematic activity requiring study method.
• Knowledge, esp. that acquired through experience.
• Technology
• The application of scientific knowledge, esp. in
  industry or business.
• The methods materials of applied science.

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Scholar

• An erudite person.
• A person w/ much knowledge in a particular field.
• Professional of, pertaining to, typical of, or
  practicing a profession. Engaged in a specified
  activity as a career.
• Professionalism professional standing,
  techniques, attributes, or ethics.

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Scholarship

• The methods achievements of a scholar.
• Quality, state, or condition of scholar.

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The Scholarship of Teaching Learning

• A scholarship of teaching will entail a public
  account of some or all of the full act of
  teaching vision, design, enactment, outcomes,
  analysis in a manner susceptible to critical
  review by the teachers professional peers,
  amenable to productive employment in future work
  by members of that same community.

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Goals of a Scholarship of Teaching Learning

• To foster significant, long-lasting learning for
  all students
• To enhance the practice profession of teaching
• To bring faculty members work as teachers the
  recognition reward afforded to other forms of
  scholarly work.

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The Family
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Definition of Family

• Classic def. Two or more people related by
  blood, marriage, or adoption who live together.
• Current def. Two or more people who have chosen
  to live together share their interests, roles,
  resources.
• Each family is unique in its style makeup, but
  usually attachment commitment are the features
  that bind people together.
• The family unit is the place where the individual
  first learns to make decisions that will enable
  the promotion of health well-being.

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Family Functions

• Physical maintenance (providing necessities)
• Protection
• Nurturance (loving care attention)
• Socialization education
• Reproduction
• Recreation

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Understanding a Childs Concept of Death (1)

• Infants have no concept of death.
• Toddlers believe that death is temporary or
  reversible.
• Preschool children believe that their thoughts
  may cause death. This causes feelings of guilt
  shame.
• School-age children understand the performance of
  death but may associate it w/ misdeeds. They
  sometimes personify death as a monster or other
  evil thing.

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Understanding a Childs Concept of Death (2)

• Adolescents have a mature understanding of death
  but may be subject to guilt shame. This age
  group is least likely to accept death, especially
  if it happens to one of their peers.

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Family Types (1)

• The nuclear or conjugal or dyad family husband
  wife, w/ or w/o children.
• The extended family husband wife, children,
  grandparents.
• The single-parent family mother or father
  children.
• The blended or reconstituted family mother or
  father, stepparent, children.

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Family Types (2)

• The cohabitative family man, woman, children.
• The communal family individuals w/ their mates
  children.
• The foster or adoptive family parents or
  caregivers children.
• The gay or lesbian family two men or two women,
  w/ or w/o children.

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Family Stages Tasks (1)

• Couple stage
• Establish bonds between individuals
• Adjust to new routines
• Define roles responsibilities.
• Childbearing stage
• Integrate baby into the family unit
• Adjust to new roles, extend relations to extended
  family
• Explore establish child-care philosophy.

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Family Stages Tasks (2)

• Grown-child stage
• Adjust to new roles, empty nest
• Focus on reestablishing marital relationship
• Develop new roles, interests, accomplishments.
• Older-family stage
• Adjust to retirement living
• Adjust to decline in income adjust to changing
  health reduced energy
• Maintain rewarding relationships w/ children
  grandchildren
• Establish pleasurable activities to build
  self-esteem.

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Family Size, Birth Order, Gender of Children (1)

• The oldest child He/she has the parents
  undivided attention for a period of time,
  creating a sense of Omnipotence, or unlimited
  power or authority. The oldest child may always
  want things to go his or her way. This
  perception can lead to difficulties within the
  family within the larger community. Parents
  often have very high expectations for their
  firstborn. This places demand on the first born.

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Family Size, Birth Order, Gender of Children (2)

• The second child He/she never has the undivided
  attention of the parents in the same way as the
  first child. This child has a need to compete w/
  the first child, always wanting to be as good as
  or better than the older siblings. This may
  motivate the second child to work harder to
  achieve. Or the child may give up settle for
  less than he/she is capable of attaining.
  Parents may be more relaxed in their approach to
  child care.

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Family Size, Birth Order, Gender of Children (3)

• The youngest child The baby of the family, may
  gain attention importance from this position.
  This can serve as either a positive or a negative
  influences on his/her development.
• The only child He/she has only adults for
  company role models. How the child handles the
  presence attention of adults varies w/ the
  individual.

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Family Size, Birth Order, Gender of Children (4)

• Family size Ordinal position alone cannot be
  used as a determinant of behavior. The size of
  the family spacing of the children may also
  influence each child in his/her particular
  position.
• Gender The gender of the child may influence
  upbringing. Its unfair to make generalizations
  regarding the differences or similarities between
  girls boys. Each family has its own cultural
  influences expectations, which undoubtedly
  affect a childs perception of gender.

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Family Patterns

• Autocratic family parents usually make all
  decisions.
• Democratic family offering its members choices
  encourages participation individual
  responsibility.
• Laissez-faire family offering its members
  complete freedom.
• Functional family fostering the growth
  development of its members.
• Dysfunctional family unable to offer its members
  a stable structure.

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The Society
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Some Old Schools

• Income inequality
• Discrimination
• Confucianism

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Some New Concepts

• Economic difficulty ????
• Social exclusion ????
• Moral prejudice ????
• Cultural alienation ????

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Social Epidemiology

• We define social epidemiology as the branch of
  epidemiology that studies the social distribution
  social determinants of states of health. It
  implied that we aim to identify
  socio-environmental exposures that may be related
  to a broad range of physical mental health
  outcomes.
• We focus on specific social phenomena such as
  socioeconomic stratification, social networks
  support, discrimination, work demands, and
  control rather than on specific disease outcomes.

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A Population Perspective

• A Population Perspective Individuals are
  embedded in societies populations. The crucial
  insight is that an individuals risk of illness
  cannot be considered in isolation from the
  disease risk of the population to which she
  belongs.
• Health/Wellness Disease/Disability/Death risk
  nature genetic, environmental, life styles
  behaviors (diet nutrition, exercise, stress,
  substance abuse, reproduction, health care,).

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Social Context of Behaviors

• The Social Context of Behaviors The most
  successful trials to modify individual behavioral
  risk factors have been those which incorporated
  elements of social organizational changes into
  interventions. We now understand that most
  behaviors are not randomly distributed in the
  population. Rather, they are socially patterned
  often cluster w/ one another.

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Social Environment Influences Behavior by

• Shaping norms,
• Enforcing patterns of social control (which may
  goodness-promoting or goodness-damaging),
• Providing or not providing environmental
  opportunities to engage in certain behaviors,
• Reducing or producing stress for which certain
  behaviors may be an effective coping strategy, at
  least in the short term.
• Environments place constraints on individual
  choices.

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Multidisciplinary Nature

• Multidisciplinary nature anthropology, culture,
  sociology, psychology, behavioral sciences, mass
  media communication, political science,
  economics, demography, biology,

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Other Related Concepts

• General susceptibility to ill behavior
• Contextual multilevel analysis
• A developmental life-course perspective
• The concept of need risks

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Health Healthcare Problems(a life course
approach) (1)

• Late pregnancy to one week after birth
• Quality of pregnancy, delivery early life,
• mothers health
• One week to one year
• Quality of the immediate external environment,
• quality of the home environment, immunization,
  development surveillance, family influences
• One to four years
• Immunization, home accidents, the immediate
  external environment, special needs groups,
  family influences

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Health Healthcare Problems(a life course
approach) (2)

• Five to 14 years
• Accidents outside the home, malignancies,
• formal education preparation for a healthy
  life-style, special needs groups, peer group
  influence
• 15 to 24 years
• Preparation for healthy, independent adult life,
  accidents, in particular road traffic accidents,
  violence, self-inflicted injury, risky behavior,
  e.g. alcohol drug use, sexual activity,
  sexually transmitted disease including HIV,
  child-bearing, family planning, homelessness,
  stress, peer group pressures

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Health Healthcare Problems(a life course
approach) (3)

• 25 to 44 years
• Child-bearing, child-rearing, accidents,
  malignancies, unhealthy life-style, special
  needs, work-related illness, mental health,
  health promotion, development of autonomy, stress
• 45 to 64 years
• Coronary heart disease, stroke, malignancies,
  chronic illness, work related illness,
  respiratory disease, screening, e.g. for breast
  cancer CHD risk factors, mental health,
  preparation for old age

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Health Healthcare Problems(a life course
approach) (4)

• 65 to 74 years
• All major causes of acute chronic illness,
  disability (particularly impairment of mobility
  sensation), dementia depression, maintenance of
  function independence, social isolation
• 75 years over
• Multiply morbidity, dementia depression,
  maintenance of function independence, social
  isolation, quality of housing

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Defining Using the Concept of Risk (1)

• Everyday usage
• - Hazard, danger exposure to mischance or
  peril.
• - Hazard, danger, chance of loss or injury, the
  degree of probability of loss a person, thing,
  or factor likely to cause loss or danger.
• - Any situation in which the outcome is
  uncertain in which something of value could be
  lost.
• Special usage

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Defining Using the Concept of Risk (2)

• Special usage
• - In epidemiology, the main emphasis is on
  identifying measuring the negative consequences
  of events.
• - In statistics, the emphasis is on measuring
  predicting the probability or chance of special
  events.
• - In engineering operational research, the
  chief emphasis is on the relationship between
  positive negative consequences of events.
• - in social science, the most emphasis is on
  studying the ways that individuals groups
  identity respond to risk.

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Health/Social Needs Assessment

• Its the process of exploring the relationship
  between health/social problem in a community
  the resources available to address those problems
  in order to achieve a desired outcome.

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Common Concepts/Terms Related to Risk

• Hazard/danger
• Harm
• Vulnerability dangerous
• Safety
• Blame accountability

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Quantifying Terms of Risk

• Risk assessment risk analysis
• Risk communication risk perception
• Risk taking risk management

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Environments of Trust Risk in Pre-modern
Modern Culture

• Environment of trust
• Kinship relations
• The local community
• Religious cosmologies
• tradition
• Environment of risk
• Nature
• Human violence
• Fall from religious grace

• Environment of trust
• Personal relationship
• Abstract systems
• Future-oriented
• Environment of risk
• Reflexivity
• Human violence
• Personal meaninglessness

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Two Meanings of Risk

• One situation is riskier than another if it has
  greater
• Expected loss
• Uncertainty (variability around the expected loss)

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Major Types of Personal Risk (1)

• Earnings risk
• Refers to the potential fluctuation in a familys
  earnings, e.g., a decline in the value of an
  income earners productivity due to death,
  disability, aging, or unemployment.
• Medical expense risk
• Health care costs liability suits can cause
  large unexpected expenses.
• Liability risk

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Major Types of Personal Risk (2)

• Liability risk
• Physical asset risk
• Financial asst risk
• Longevity risk

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Epilogue
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The Scholarship of Teaching Learning is
characterized by

• A clear focus on student learning.
• A strong disciplinary foundation.
• Multiple methods, both qualitative
  quantitative.
• Peer review.
• Sharing work across disiciplines.

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How Educational Leaders Can Support Teaching
Learning (1)

• Campus conversation
• Defining excellence
• Existing efforts ongoing support
• Peer review
• Departmental criteria
• Annual reports post-tenure review
• Teaching awards.

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How Educational Leaders Can Support Teaching
Learning (2)

• Improve student learning
• Stimulate classroom innovation
• Value scholarly work on teaching
• Support cross disciplinary collaboration
• Revitalize teaching learning

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Thank You !!