Scholarship of Teaching
Boyer, Ernest L.
Scholarship Reconsidered: Priorities of the Professoriate. Princeton, N.J.: The Carnegie Foundation for the Advancement of Teaching, 1990. (147 pp.)
CSUH Library-LA227.3 .B694 1990 CSUH-FCET Library
This is the volume often noted as the marker of the turning of the tide in higher education's acknowledgement of the scholarship of teaching, that is, that teaching is a worthy field of inquiry for professors of every academic discipline. Boyer argues for an expanded view of scholarship to include: 1) the scholarship of discovery-closest to the traditional idea of research, 2) the scholarship of integration-making connections between disciplines, 3) the scholarship of application-rigorous and dynamic service-oriented research, and 4) the scholarship of teaching. Of course, he does not deny the interactivity of these four kinds of scholarship. Rather, he means to stress, "What we urgently need today is a more inclusive view of what it means to be a scholar-a recognition that knowledge is acquired through research, through synthesis, through practice, and through teaching" (p. 24). The bulk of this special report by the president of the Carnegie Foundation for the Advancement of Teaching is covered in the first 81 pages. The next 42 pages of charts in Appendix A show the results of a 1989 national survey of faculty; two more appendices give technical notes on the survey and the Carnegie classifications of colleges and universities.
Cross, K. Patricia, and Mimi Harris Steadman.
Classroom Research: Implementing the Scholarship of Teaching. The Jossey-Bass Higher and Adult Education Series. San Francisco: Jossey-Bass, 1996. (264 pp.)
This volume is written specifically to engage college teachers (and prospective college teachers) in the scholarship of teaching by encouraging them to use their classrooms as laboratories for the study of learning ("This book is about learning rather than teaching." p. xiv). Using four case studies, the authors seek to foster 1) collaborative discussions about teaching and learning, 2) interaction with recent research and learning theory, and 3) the ability to us classroom assessment and classroom research to further advance teaching effectiveness. With regard to the third goal, the authors assume the reader has access to Thomas A. Angelo and K. Patricia Cross, Classroom Assessment Techniques: A Handbook for College Teachers, 2d ed, The Jossey-Bass Higher and Adult Education Series (San Francisco: Jossey-Bass, 1993). While the volume is useful for individual readers, the authors have designed it for group use by teaching communities, for example, as a text in graduate courses, faculty development groups, teaching assistant programs, discipline-based faculty groups, etc. The four case studies (learning cases, not teaching cases) focus particularly on the following issues: 1) prerequisite knowledge, metacognition and learning strategies, self-confidence and motivation; 2) learning goals, deep and surface learning, student ratings of instruction; 3) peer learning, intellectual development and critical thinking; and 4) designing your own classroom research.