The role of SoTL in the academy: Upon the 25th anniversary of Boyer’s Scholarship Reconsidered

Main Article Content

Beth Kern
Gwendolyn Mettetal
Marcia Dixson
Robin K. Morgan

Abstract

This essay works toward two goals: 1) to provide an explanation of how the Scholarship of Teaching and Learning may work within all four of Boyer’s “scholarships” of discovery, integration, application, and teaching and 2) to clarify the distinctions between quality teaching and scholarship of teaching and learning research. To do that, we posit four quadrants of teaching practices based on two continuum: public/private and systematic/unsystematic. The four quadrants: teaching practice, shared teaching, scholarly teaching and, finally, scholarship of teaching and learning, provide academics with a conceptual model to distinguish various approaches to the teaching process from research into that process.

Downloads

Download data is not yet available.

Article Details

How to Cite
Kern, B., Mettetal, G., Dixson, M., & Morgan, R. K. (2015). The role of SoTL in the academy: Upon the 25th anniversary of Boyer’s Scholarship Reconsidered. Journal of the Scholarship of Teaching and Learning, 15(3), 1–14. https://doi.org/10.14434/josotl.v15i3.13623
Section
Articles
Author Biography

Robin K. Morgan, Indiana University Southeast

Professor of Psychology

References

Atkinson, M. P. (2001). The scholarship of teaching and learning: Reconceptualizing scholarship and transforming the academy. Social Forces, 79(4), 1217-1230.

Bachrach, C., & Robert, S. (2015). Training in interdisciplinary health science: Current successes and future needs. Institute of Medicine Roundtable on Population Health Improvement. Retrieved from: http://www.iom.edu/~/media/Files/Activity%20Files/PublicHealth/PopulationHealthImproveme ntRT/15-JUN-01/PHS%20Training%20Prelim%204-9-15.pdf

Bajada, C., & Trayler, R. (2013). Interdisciplinary business education: Curriculum through collaboration. Education + Training, 55(4/5), 385-402. doi: 10.1108/00400911311326027

Bender, E, & Gray, D. (1999). The scholarship of teaching. Research and Creative Activity, 22(1). Retrieved from http://www.indiana.edu/~rcapub/v22n1/p03.html.

Boshier, R. (2009). Why is the scholarship of teaching and learning such a hard sell? Higher Education Research & Development, 28(1), 1-15. doi: 10.1080/07294360802444321

Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.

Cambridge, B. (2010). Fostering the scholarship of teaching and learning: Communities of practice. In D. Lieberman & C. Wehlburg, (Eds.). To improve the academy. Bolton, MA: Anker.

Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, and Social Sciences and Humanities Research Council of Canada (2010). Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans. Retrieved from http://www.pre.ethics.gc.ca/pdf/eng/tcps2/TCPS_2_FINAL_Web.pdf.

Chalmers, D. (2011). Progress and challenges to the recognition and reward of the scholarship of teaching in higher education. Higher Education Research & Development, 30(1), 25-38. doi:10.1080/07294360.2011.536970.

Code of Federal Regulations (2009). Title 45 Public Welfare. Part 46 Protection of Human Subjects. Retrieved from http://www.hhs.gov/ohrp/humansubjects/guidance/45cfr46.html#46.102

Cuban, L. (1999). How scholars trumped teachers: Change without reform in university curriculum, teaching and research, 1890-1990. New York: Teachers College Press.

Felten, P. (2013). Principles of good practice in SoTL. Teaching & Learning Inquiry, 1(1), 121125. doi: 10.2979/teachlearninqu.1.1.121

Forrest, K. (2013). Utopia University: A faculty member reflects on recommendations for the future of SoTL. Insight: A Journal of Scholarly Teaching, 8, 73-79.

Gillam, S., & Siriwardena, A. N. (2014). Evidence-based healthcare and quality improvement. Quality in Primary Care, 22(3), 125-132.

Glassick, C. E. (2000). Boyer’s expanded definition of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching. Academic Medicine, 75(9), 877880.

Hattie, J., & Anderman, E. M. (Eds.). (2013). International guide to student achievement. New York: Routledge.

Hutchings, P. (2000). Opening lines: Approaches to the scholarship of teaching and learning. Menlo Park, CA: Carnegie.

Hutchings, P., & Shulman, L. (1999). The scholarship of teaching new elaborations, new developments. Change, 31(5), 11-15.

Knight, D.B., Lattuca, L.R., Kimball, E.W. & Reason, R.D. (2012). Understanding interdisciplinarity: Curricular and organizational features of undergraduate interdisciplinary programs. Innovative Higher Education, 37(2). doi: 10.1007/s10755-012-9232-1

Lazerson, M., Wagener, U., & Shumanis, N. (2000). What makes a revolution? Teaching and learning in higher educations, 1980-2000. Change, 32(3), 12-19.

McKinney, K. (2004). The scholarship of teaching and learning: Past lessons, current challenges, and future visions. To Improve the Academy, 22, 3-19.

McKinney, K. (2007). Enhancing learning through the scholarship of teaching and learning: The challenges and joys of juggling. San Francisco, CA: Jossey-Bass.

Mettetal, G. (2001). The what, why, and how of classroom action research. The Journal of the Scholarship of Teaching and Learning, 2(1), 6-13.

Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2004). Team-based learning: A transformative use of small groups in college teaching. Sterling, VA: Stylus.

National Science Foundation. (n.d.). Definitions of research and development. Retrieved from: http://www.nsf.gov/statistics/randdef/fedgov.cfm.

Nelson, C. E. (2003). Doing it: Examples of several of the different genres of the scholarship of teaching and learning. Journal of Excellence in College Teaching, 14, 85-94.

Potter, M. K., & Kustra, E. (2011). The relationship between scholarly teaching and SoTL: Models, distinctions, and clarifications. International Journal for the Scholarship of Teaching and Learning, 5. Retrieved from http://www.georglasouthern.edu/ijostl.

Richlin, L. (2001). Scholarly teaching and the scholarship of teaching. New Directions for Teaching and Learning, 86, 57-68.

Richlin, L., & Cox, M. D. (2004). Developing scholarly teaching and the scholarship of teaching and learning through faculty learning communities. New Directions for Teaching and Learning, 97, 127 – 135.

Secret, M., Leisey, M., Lanning, S., Polich, S. L., & Schaub, J. (2011). Faculty perceptions of the scholarship of teaching and learning: Definition, activity level and merit considerations at one university. Journal of the Scholarship of Teaching and Learning, 11(3), 1-20.

Shulman, L. (2000). From Minsk to Pinsk: Why a scholarship of teaching and learning? The Journal of the Scholarship of Teaching and Learning, 1(1), 48-53.

Vajorczki, S., Savage, P., Martin, L., Brin, P., & Kustra, E. D. H. (2011). Good teachers, scholarly teachers, and teachers engaged in scholarship of teaching and learning: A case study from McMaster University, Hamilton, Canada. The Canadian Journal for the Scholarship of Teaching and Learning, 2(1), 1-27. http://dx.doi.org/10.5206/cjsotl-rcacea.2011.1.2

Vincent, S. & Focht, W. (2011). Interdisciplinary environmental education: Elements of field identity and curriculum design. Journal of Environmental Studies and Sciences, 1, 14-35. doi: 10.1007/s13412-011-0007-2.

Weimer, M. (2006). Enhancing scholarly work on teaching and learning: Professional literature that makes a difference. San Francisco, CA: Jossey-Bass.

Witman, P.D., & Richlin, L. (2007). The status of the scholarship of teaching and learning in the disciplines. International Journal for the Scholarship of Teaching and Learning, 1(1). Retrieved from http://digitalcommons.georgiasouthern.edu/ij-sotl/vol1/iss1/14/z

Zakrajsek, T. (2013). Scholarly teaching: Suggestions for a road more traveled. International Journal for the Scholarship of Teaching and Learning, 7(1), 2.