Abstract
Within the context of the American academy, the work of the twentieth-century professor was fairly well defined, being divided into two clear categories of research, or exploring new ideas in a particular discipline of expertise, and teaching, or passing on that expertise to the next generation of scholars and practitioners. While the weight given to each of these when considering tenure and promotion has varied among and within institutions, teaching typically has been considered subordinate to research when hiring, tenure, and promotion decisions are made, even at “teaching” colleges.
What are our students really learning? What do they understand deeply? What kinds of human beings are they becoming—intellectually, morally, in terms of civic responsibility? How does our teaching affect that learning, and how might it do so more effectively?…If we reconceived “institutional research” to be about such questions, in the service of its faculties, led by faculty members, then the scholarship of teaching would not be some newly conceived arena of work, or a new route to tenure, but a characteristic of the institution that took learning seriously.
(Hutchings & Shulman, 1999, p. 15)
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Swoboda, D., Davidson, E., Keiler, L., Oglensky, B. (2011). Creating Space for Scholarship of Teaching and Learning: Transforming the Meaning of Academic Work. In: Summerfield, J., Smith, C. (eds) Making Teaching and Learning Matter. Explorations of Educational Purpose, vol 11. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9166-6_8
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