Resources for teaching and learning - The scholarship of teaching

Boyer, Ernest L. Scholarship Reconsidered : Priorities of the Professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching, 1990, 147pp.
LA 227.3 .B694 1990
The book in which Boyer -- former head of the Carnegie Foundation for the Advancement of Teaching -- coined the phrase "the scholarship of teaching." Critical of a university reward system that leads academics to oppose research and teaching, Boyer argues for an integration of four areas of scholarship he identifies: discovery, integration, application, and teaching.

The Carnegie Foundation for the Advancement of Teaching
Founded in 1905, the Foundation is "a policy center devoted to strengthening teaching and learning at America's colleges and schools. ... Although its work is primarily focused on the United States, the Foundation also participates in international collaborations and projects." Among the Foundation's Web resources are
- The Carnegie Academy for the Scholarship of Teaching and Learning (CASTL)
- an "eLibrary" of readings (in .pdf format) on the scholarship of teaching and learning
- a list of recent publications by Foundation scholars

Glassick, Charles E., Mary Taylor Huber and Gene I. Maeroff. Scholarship Assessed: Evaluation of the Professoriate. San Francisco: Jossey-Bass, 1997, 130pp.
LB 2331 .G63 1997
An Ernest L. Boyer Project of The Carnegie Foundation for the Advancement of Teaching, this book is not so much a how-to, but rather how-to-start-to-think-about. It proposes 6 broad standards to be used in assessment. These standards would be used to evaluate all aspects of faculty scholarship, including teaching. The book is a follow up to Ernest L. Boyer's 1990 book Scholarship Reconsidered: Priorities of the Professoriate (LA 227.3 .B694 1990).

Kreber, Carolin (ed.). Scholarship Revisited: Perspectives on the Scholarship of Teaching, New Directions for Teaching and Learning, no.86, Jossey-Bass, 2001, 109p.
LB 1778.2 .S36 2001 Also available online through Science Direct.
The framework for this volume is the outcome of a Delphi study in the late 1990s on the scholarship of teaching. Various essays define the concept, suggest how to assess and recognize a scholarship of teaching, and recommend how faculty might develop this form of scholarship. The usefulness and importance of moving beyond the anecdotal "I tried this, I liked it and the students liked it" and into the scholarship of teaching is made quite clear.

The Scholarship of Teaching
Vol. 22, no. 1 (April 1999) of the online journal Research & Creative Activity, published by Indiana University. This issue comprises 11 articles.

SOTL, Scholarship of Teaching and Learning at Indiana University
The Web site for this project includes a list of both online and printed resources.

A Tutorial on the Scholarship of Teaching and Learning (SOTL)
An online tutorial from Indiana University, Bloomington, in association with the American Association for Higher Education.

Marsh, Herbert W., and Hattie, John (2002). "The Relation Between Research Productivity and Teaching Effectiveness: Complementary, Antagonistic, or Independent Constructs?" The Journal of Higher Education 73 (5), 603-641.
L 11 .J57 SER
HTML version available here; .pdf version available here.
The authors report on a study of 182 faculty members at a large Australian university. Their conclusion is that -- despite prevalent expections -- abilities in research and teaching are neither complementary nor antagonistic; they are independent.

Banner, James M. Jr. and Cannon, Harold C. The Elements of Teaching. New Haven, CT: Yale University, 1997, 142pp.
LB 1025.3 B35 1997
(From the book jacket) "Arguing that teaching is an art, Banner and Cannon help teachers understand its components. They analyze the specific qualities of successful teachers and the ways in which these qualities promote learning and understanding. Throughout, they illustrate their discussion with sharply etched portraits of fictional teachers who exemplify--or fail to exemplify--a particular quality."

Palmer, Parker J. The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. San Francisco: Jossey-Bass, 1998, 199pp.
LB 1775 .P25 1998
(From the publisher's web site) "In The Courage to Teach, Parker Palmer takes teachers on an inner journey toward reconnecting with their vocation and their students -- and recovering their passion for one of the most difficult and important of human endeavors." This book is frequently recommended on teaching-related listservs.

Tochon, Francois. Tropics of Teaching: Productivity, Warfare, and Priesthood. Toronto: University of Toronto Press, 2002, 163pp.
LB 1051 .T587 2002
(From the book jacket) "The author identifies three shaping metaphors: 'productivity' (output standardization; business efficiency), 'warfare' (strategy; expertise), and 'priesthood' (the enlightened subject) – which he argues stifle individual growth in a classroom context. He then advocates an entirely different approach, which he terms 'a countermethodology of self-reflection, rather than an incursion into the life of the Other.'" Includes an extensive bibliography.

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