Scholarship of Teaching

1
Scholarship of Teaching

• Johns Hopkins University
• Anne Belcher

2
Boyers Scholarship Reconsidered

• Proposed a new model of scholarship
• Scholarship of discovery
• Scholarship of integration
• Scholarship of application
• Scholarship of teaching

3
The faculty A mosaic of talent

• The richness of faculty talent should be
  celebrated, not restricted (Boyer, p. 27).
• Universal dimensions of scholarship
• All faculty should establish their credentials
  as researchers
• All members of the faculty should stay in touch
  with developments in their fields and remain
  professionally alive
• Every faculty member must be held to the highest
  standards of integrity
• The work of the professoriate must be carefully
  assessed

4
Characteristics of scholars of teaching

• Are excellent teachersshare knowledge and
  advance knowledge of teaching and learning in the
  discipline in a way that can be peer-reviewed
• Are expert teachersengage in focused reflection
  or self-regulated learning about teaching
• Know more about teachingdraw on formal and
  personal sources of knowledge construction about
  teaching (pedagogical content knowledge)
• Kreber, 2002

5
Issues surrounding the scholarship of teaching

• Many universities have failed to identify the
  salient features have almost universally failed
  to recognize teaching as a form of scholarship
  (Allen Field, 2005).
• Research universities present more ambiguity over
  institutional messages about teaching
  expectations and norms than do other types of
  institutions (Wright, 2005).

6
Scholarly teaching (as opposed to the scholarship
of teaching)

• Based on practice wisdom tends to be focused on
  teacher effectiveness or on effective teaching
  strategies (rather than on student learning)
• Focus on application of educational principles to
  teaching use of evidence to guide teaching use
  of peer evaluation
• Encompasses teachers contribution to design,
  development, maintenance and evaluation of
  curricula
• Allen Field, 2005

7
Scholarship of teaching

• Is student focused, driven by desire to
  understand how students learn effectively and how
  teaching influences this process
• Must be public
• Must be susceptible to critical review and
  evaluation
• Must be accessible for exchange and use by other
  members of ones scholarly community
• Cohen, Barton Fast, 2000

8
Criteria for the scholarship of teaching and
sources of information

• Criteria
• Shared public account of teaching
• Emphasis on learning outcomes and relevant
  teaching practices
• Discipline and pedagogical knowledge and
  innovation
• Sources of information
• Self-report or teaching portfolio
• Departmental annual review
• Theall Centra, 2001

9
Exemplars of the scholarship of teaching in
education

• Peer-reviewed publications
• Accreditation or other comprehensive program
  reports
• Successful application of technology to teaching
  and learning
• Positive peer assessments of innovations in
  teaching
• State, regional, national or international
  recognition as a master teacher
• Published textbooks or other learning aids
• Grants awarded in support of teaching and
  learning
• Design of outcome studies or evaluation/assessment
  programs
• Presentations related to teaching and learning
• AACN, 1999 Glanville Houde, 2004

10
Components of teaching portfolio

• Philosophy of teaching
• Course syllabi and descriptions course materials
• Descriptions of teaching innovations
• Teaching evaluations by students letters from
  students
• Copies of manuscripts related to teaching
• Abstracts of poster or paper presentations
• Participation in workshop or conferences
• Evaluations of teaching by colleagues
• Honors related to teaching
• Glanville Houde, 2004 Reece, Pearce,
  Melillo, Beaudry, 2001 Seldin, 2004 The
  Silver Book, 2006.

11
References

• Allen, M.N. Field, P.A. (2005). Scholarly
  teaching and scholarship of teaching Noting the
  difference. International Journal of Nursing
  Education Scholarship, 2 (1), Article 12.
• American Association of Colleges of Nursing
  (1999). Position statement on defining
  scholarship for the discipline of nursing.
  Retrieved September 1, 2009 from
  http//www.aacn.nche.edu
• Berk, R.A., Naumann, P.L., Appling, S.E.
  (2004). Beyond student ratings Peer observation
  of classroom and clinical teaching. International
  Journal of Nursing Education Scholarship, 2 (1),
  Article 10.
• Boyer, E. L. (1990). Scholarship reconsidered.
  Priorities of the professoriate. San Francisco
  Jossey-Bass.
• Chism, N.V.N. (2007). Peer review of teaching. A
  sourcebook. Bolton, MA Anker Publishing Co.,
  Inc.
• Cohen, J., Barton, R. Fast, A. (2000). The
  growth of the scholarship of teaching in doctoral
  programs. Journalism and Mass Communication
  Educator, 55, 4-13.
• Emerson, R.J. Records, K. (2008). Todays
  challenge, tomorrows excellence The practice
  of evidence-based education. Journal of Nursing
  Education, 47 (8), 359-370.
• Glanville, I. Houde, S. (2004). The scholarship
  of teaching Implications for nursing faculty.
  Journal of Professional Nursing, 20 (1), 7-14.
• Glassick, C.E. (2000). Boyers expanded
  definition of scholarship, the standards for
  assessing scholarship, and the elusiveness of the
  scholarship of teaching. Academic Medicine, 75
  (9), 877-880.

12
References (continued)

• Kreber, C. (2002). Teaching excellence, teaching
  expertise, and the scholarship of teaching.
  Innovative Higher Education, 27 (1), 5-23.
• Reece, S.M., Pearce, C.W., Melillo, K.D.
  Beaudry, M. (2001). The faculty
• portfolio Documenting the scholarship of
  teaching. Journal of Professional Nursing, 17
  (4), 180-186.
• Reising, D.L. (2008). Nursing education
  researchhow to use it to build your promotion
  and tenure case. Journal of Nursing Education, 47
  (9), 387-388.
• Riley, J.M., Beal, J., Levi, P., McCausland,
  M.P. (2002). Revising nursing scholarship.
  Journal of Nursing Scholarship, Fourth Quarter,
  383-389.
• Seldin, P. (2004). The teaching portfolio.
  Boston, MA Anker Publishing Co., Inc.
• Theall, M. Centra, J.A. (2001). Assessing the
  scholarship of teaching Valid decisions from
  valid evidence. New Directions for Teaching and
  Learning, 86, 31-43.
• The Silver Book Professional Development Guide
  for the Faculty of the Johns Hopkins University
  School of Medicine, 2006.
• Wright, m. (2005). Always at odds? Congruence in
  faculty beliefs about teaching at a research
  university. The Journal of Higher Education, 76
  (3), 331-353.