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Scholarship of Teaching and Learning
In an effort to define the scholarship performed by professors in academia as more than just "teaching versus research," Ernest L. Boyer, in his influential book Scholarship Reconsidered: Priorities of the Professoriate (Carnegie Foundation, 1990), concluded that "the work of the professoriate might be thought of as having four separate, yet overlapping, functions. These are: the scholarship of discovery; the scholarship of integration; the scholarship of application; and the scholarship of teaching." This conceptualization of scholarship elevates the traditional role of teaching from "a routine function, tacked on" to an essential component of a professor's scholarly life. Furthermore, Boyer argued that the academy should recognize and reward all four components of scholarship, including the scholarship of teaching.
Lee S. Shulman followed with an article titled "Taking Learning Seriously" (Change, 31:4, July/August 1999) which presented the following alternate definition of scholarship.
An act of intelligence or of artistic creation becomes scholarship when it possesses at least three attributes: it becomes public; it becomes an object of critical review and evaluation by members of one's community; and members of one's community begin to use, build upon, and develop those acts of mind and creation.
The UNLV Teaching and Learning Center embraces this concept of scholarship by seeking to develop a sense of community among faculty members through our diverse programming. If you would like further information, about the scholarship of teaching and learning, you could begin by looking at these Web sites:
» Advising & Mentoring
» Faculty as Career Counselors
» Faculty as Informal Advisors and Mentors
» Instructors as Educators
» Teaching Fairly
» The Caring Teacher
» Assessment & Evaluation
» Assessment - Following the Road Map
» Assessment of Learning - Prior, Ongoing, and Final
» Student Journals
» Student Self-Assessment
» Student Self-Assessment - Conceptual Frameworks
» Student Self-Assessment - Types & Strategies
» Students' Feedback to Planned Learning Outcomes
» The Two-Minute Feedback
» What Do They Know? Pre-Course Diagnostic Assessment
» Assignments
» Assignment Development - Process Outline
» Case Studies - Conceptual Frameworks
» Case Studies - Development Process
» Case Studies - The Process
» Projects - General Concepts
» Questioning - Types of Questions
» Reading Assignments - Making Them Work
» Reading Assignments' Worksheets
» Use of Current Events
» Why Homework?
» Classroom Management
» A Session's Schedule
» Attendance - In Large Classes and Smaller Ones as Well
» Brainstorming
» Discussion
» "Fishbowl" Discussion
» Large Classes - Reducing the Scale
» Teaching Large Classes - Encouraging Student Participation
» The First Day of Class
» Cooperative/Collaborative Learning
» Group Assignments
» Bolstering Group Work
» Groups - Making Them Work Well Together
» Working in Pairs
» Course Management
» Building Community for a Course - Conceptual Frameworks & Strategies
» Course Development Basics
» Creating Community - Learning About Each Other
» Debates
» Developmental Teaching
» Effective Use of Guest Teachers
» Film or Video Viewing
» Getting Everyone Ready to Start
» Learning Objectives
» Performance-Based Student Contracts
» Seminars
» Session Development - A Step-by-Step Approach
» Student Diversity as a Curricular Enhancement - General Concepts
» Student Diversity as a Curricular Enhancement - Some Examples
» Syllabus-Based Contracts
» Syllabus Basics - Conceptualizing the Syllabus
» Syllabus Basics - Constructing the Syllabus
» Teaching Large Classes
» Textbooks in Perspective
» The Modular Syllabus
» Work vs. Academic Learning Environments
» Work vs. Academic Learning Environments - Adaptations in the Academic Course
» Experience-Based Learning
» Service Learning: Conceptual Frameworks
» Service Learning: Integration into a Course
» Service Learning: Project Development
» Service Learning: Reflection
» Service Learning: Single Discipline & Interdisciplinary Projects
» Simulations: Conceptual Frameworks
» Simulations: The Planning Process
» Grading
» Grading - Conceptual Framework
» Students Monitoring Grades
» Helping Students Succeed
» Assisting Students with Goal Setting
» Better Note Taking
» Concept Mapping
» Course Study Guide
» Lectures - Helping Students Get the Full Benefit
» Motivating Students
» Providing Students with Tools for Success in the Course
» Session Review
» Student Course Portfolios
» Students Taking Responsibility for Their Own Learning
» Term Papers
» Workplace Skills Development in Academic Courses
» Information Literacy
» Enhancing Research Skills - Components of Assignments
» Information Literacy Standards
» Plagiarism - How to reduce or eliminate it
» Research - Evaluating Information
» Teaching Students to Paraphrase
» Inter/Multidisciplinary Teaching & Learning
» Advantages of Interdisciplinary Teaching & Learning
» Crossing Discipline Lines: Some Possibilities
» Interdisciplinary Teaching & Learning: Single Instructor, Multiple Disciplines
» Interdisciplinary Teaching & Learning: Team Teaching, One Integrated Course
» Interdisciplinary Teaching & Learning: Team Teaching, Linked Courses
» Interdisciplinary Teaching & Learning: Team Teaching, Separate Courses
» Learning
» Active Learning
» Adult Learners
» Bloom's Taxonomy of Educational Objectives
» How We Learn
» Learning Contracts
» Learning Styles
» Learning Styles - Baron's Simple Inventory
» Learning Styles - Flexible Styles Model
» Learning Styles - The Vark Model
» Student Learning Logs
» Problem-Based Learning
» Assessment in PBL
» Developing a PBL Problem
» Finding PBL Problems
» PBL - Multiple-Choice Tests
» Problem-Based Learning - Conceptual Framework
» Problem-Based Learning - Developing the Problem's Content
» Problem-Based Learning - Interdisciplinary Possibilities
» Problem, Learner, Teacher - The Three Partners in PBL
» Student Involvement in PBL - Step-by-Step
» Teaching, Learning, & Technology
» Before Teaching Online
» Email Management
» Lecture Notes Online?
» Link Rot
» Managing Online Student Assignments
» Online Communication
» Online Discussions
» Online Teaching - Important Things to Remember
» Online Teaching & Learning - Adjusting Time Frames
» Overcoming the Illusion of Anonymity
» Technology in Teaching - Defining the Parameters
» Technology in Teaching - Where do I Start?
» Ten Commandments for Computer Ethics
» The Syllabus - A Key Online Tool
» Use of Email for Course Enhancement
» Testing
» Constructing Multiple-Choice Questions
» Essay Test Construction
» Honest Testing
» Multiple-Choice Tests with a Twist
» Student-Created Tests
» Testing Options
» True/False Test Construction
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