Volume 2 - Adequate Preparation
(Modeled upon 6 sequences of scholarship identified in Scholarship Assessed: Evaluation of the Professoriate by Charles E. Glassick, Mary Taylor Huber, & Gene I. Maeroff. San Francisco: Jossey-Bass, 1997.)
This electronic version of the booklet may not contain all the articles in
the printed format. Please contact the CTL at (270) 745-6508 for more
information.
Series Overview: Volume II Adequate PreparationTable of Contents
Adequate Preparation: The Second Characteristic
of the Scholarly Professor
Dr. Darleen Pigford, Professor of Computer Science, Faculty Associate,
Center for Teaching and Learning
Preparation Tips from Western's Faculty
Dr. Karen L. Adams, Professor of Teacher
Education, Dean,
College of Education and Behavioral Sciences
Mrs. Jo-Ann Huff Albers, Professor of Journalism
and Broadcasting,
Director, School of Journalism and Broadcasting
Dr. Blaine Ferrell, Professor of Biology,
Head, Department of Biology
Dr. John Hagaman, Professor of English
Dr. Sally Kuhlenschmidt, Professor of Psychology,
Director, Center for Teaching and Learning
Dr. Darleen Pigford, Professor of Computer
Science,
Faculty Associate, Center for Teaching and
Learning
Dr. Retta Poe, Professor of Psychology
Dr. Herb Simmons, Professor of Teacher Education
(Retired)
Faculty Scholarship (a Review)
Dr. Elmer Gray, Dean, Graduate Studies and Research
The Scholarship of Teaching and Learning in Higher Education:
An Annotated Bibliography
(Books, Websites, Case Scenarios)
Pat Hutchins, Senior Scholar and Chris Bjork Research Assistant
The Carnegie Foundation for the Advancement of Teaching
Additional Resources: Videotapes, Websites, and a sampling of WKU Courses on College Teaching and on Technology Skills
Editorial Board and Acknowledgments
Faculty Worksheet for Volume II: Adequate Preparation
Evaluation Form for Volume II: Adequate
Preparation
Series Overview: Volume II Adequate
Preparation
by Dr. Darleen Pigford, Professor of Computer Science,
Faculty Associate, Center for Teaching and Learning
Volume II, Adequate Preparation, the second of Charles E. Glassick's six criteria for faculty scholarship, consists of preparation tips, faculty suggestions, a narrative review, an annotated bibliography, additional references, and feedback forms. The objective of Volume II is to help you maximize your
time, efforts, and focus in achieving and maintaining "adequate preparation"
for the scholarly professional. This second volume can be added to Volume I, Clear Goals in your notebook that all faculty received in the fall 1999 from the Center for Teaching and Learning.
Glassick proposes that any of the four scholarly research areas - discovery, integration, application, and teaching - are characterized by six common characteristics:
1. Clear Goals
2. Adequate Preparation
3. Appropriate Methods
4. Significant Results
5. Effective Presentation
6. Reflective Critique
The following written materials are compiled by Western's faculty and the Center for Teaching and Learning in order to highlight, summarize, and emphasize effective ways to
A. Prepare for Continued Growth
in a Scholar's Discipline
B. Prepare for Teaching/Learning
C. Prepare for Research
D. Prepare for (Your) Evaluations
E. Prepare for Long Term Career
Success
After reviewing these collective contributions, try using the worksheets to focus your efforts at preparation. Please use the evaluation form to convey to the Center for Teaching and Learning your suggestions, reflections, and additions for the improvement of the "Exploring . . . the Scholarship of Teaching" series. If you would like to be a contributing author or editor to Volume III on Appropriate Methods, please use the evaluation form at the end of this booklet or contact:
Dr. Darleen Pigford
Center for Teaching and Learning
Cravens Ground Floor
Phone: (270) 745-6508 or 745-6459 FAX: (270)
745-6145
After you set clear goals, the next progressive step in scholarly work is to adequately prepare and plan to achieve the specified goals. Whether the objective is to foster more interactive learning in a creative writing course or to obtain a million dollar grant to promote aging research, both require significant efforts in planning, organizing, sequencing, and monitoring known factors that lead to the achievement of the goal. Effecting adequate "lead times," maximizing time for planning, and setting priorities are critical components of adequate preparation. The body of this paper will focus on conveying a collection of tips, suggestions, and reflections for preparing in five specific areas. These areas include
A. Preparing for Continued Growth in a Scholar's
Discipline
B. Preparing for Teaching/Learning
C. Preparing for Research
D. Preparing for (Your) Evaluations
E. Preparing for Long Term Career Success
The author's comments around these five areas are designed as springboards
for creative introspection, not "concrete podiums" for intellectual tunnel
vision. The reader is encouraged to select from the proposed ideas any thoughts,
suggestions, or innovations that appeal to the reader's intellectual appetite
and are appropriate to the individual. These suggestions are designed for
any teaching professional from novice to expert.
A. Preparing for Continued Growth in a Scholar's Discipline
Keeping up in one's field and integrating new technologies are indeed
difficult tasks. Identifying key areas, setting time priorities, and
re-evaluating directional efforts mid-stream are critical for the successful
scholar. Consider the following suggestions:
Organizing and planning for teaching and learning is both an art and a skill, one that is not truly appreciated or understood until the reader faces a service class of 35 incoming freshmen or a herd of fifth year seniors ready to graduate. Consider the following suggestions grouped under three categories: Preparing before the semester, during the semester, and after the semester.
Before the semester
During the semester
C. Preparing for Research
Whatever your area of scholarship, adequate preparation will help you
along your path to success. Consider the following:
E. Preparing for Long Term Career Success
Creating and maintaining a successful, rewarding, and enjoyable career
is an ideal.
Suggestions for preparing for this goal include the following ideas:
. Develop a plan along professorate milestones: tenure, promotion, sabbaticals,
teaching
growth, professional growth, research interests, grants, etc.
. Consider developing and evaluating five year professional goals (See CTL
Goals booklet:
http://www.wku.edu/teachingbooklets/goals1.htm).
. Re-evaluate your direction in terms of professional and personal priorities.
. Understand the changes on our campus and national trends in higher education.
. Visit other campuses whenever possible.
. Consider something new: teaching abroad, adding a new responsibility, etc.
. Build your professional support environment with selected colleagues.
. Develop your personal support channel with one or two friends who can truly
listen and keep your confidences.
. Build diversity into your acquaintances - colleagues from different
departments,
age groups, backgrounds, cultures, etc.
. Be a mentor to a beginning colleague though the CTL new faculty mentoring
program (See: http://www.wku.edu/teachingmentor.htm).
. Update your vitae every semester/year.
. Develop your own methodologies to maintain professional and personal equilibriums.
. Strengthen your "Emotional Quotient" (E.Q.) with a positive attitude.
. Engage in your selected physical exercise and individual hobby.
. Safeguard your health.
. Learn the strengths and weaknesses of your employer's benefit package.
. Attend a retirement seminar regardless of your age; KTRS offers a mid career
seminar.
. Take taxes and saving seriously from the start of your career.
. Update yourself professionally with new ideas, colleagues, and challenges.
. Keep reading good books.
In conclusion, the above suggestions on fostering Adequate Preparation
are for your professional editing. Set aside the suggestions that don't fit
your style or stage in life, select the tips that appeal to you, and enhance
the ones that produce positive results in preparing for your professional
and scholarly responsibilities.
Preparation Tips from Western's Faculty
A. Preparation for Continued Growth in a Scholar's Discipline
B. Preparation for Teaching/Learning
C. Preparation for Research
Dr. Karen I. Adams
Professor, Teacher Education
Dean, College of Education and Behavioral Sciences
As Dean, the majority
of my responsibilities are administrative in nature rather than specific to
any one curricular area. Thus, remaining current in my curricular area
of interest, Adolescent Literature, is not always easy. I make the extra
effort required because I enjoy my teaching field so much. This means
reading journal articles and newly published works in the evenings,
on weekends, and on planes and in airports. It is always tempting for
an administrator to drop ideas of teaching and curricular-specific research
from an increasingly busy agenda. I have, however, challenged myself
to remain current in content knowledge, to continue to publish and present
in my field, and to maintain professional contacts with others in my same
area of interest. I might add that I very much enjoy teaching and
always find it a rewarding experience. I think I am a good teacher and
that my students are challenged through my instruction. This same sense
of satisfaction is not always achieved through administration.
I set particular goals for myself, such as reading
thoroughly one journal in my content area and at least three recently published
works for adolescents every month. I have been greatly challenged during
the past four years in reconstructing my Adolescent Literature course as a
web-supported course. I have been teaching in a "smart" classroom at
the teacher station, integrating a variety of websites directly into my instruction.
This has increased my sense of enthusiasm for teaching and has also allowed
me to stay connected with former students and colleagues. In summary,
for any of you considering administrative futures, I would encourage you to
maintain an interest in your own teaching field. It adds wonderful
balance to your professional and personal life, and it also keeps you
connected through instruction with faculty in your own unit.
You cannot grow
and/or maintain credibility without staying current in your chosen discipline.
In Journalism/Mass Communication, my discipline, the only constant is change.
It is of vital importance that you keep up with reading journals and professional
publications in your field. The best way to avoid the embarrassment
of having an article submitted for publication rejected because it replicates
one recently published is to read all issues of the journal/magazine. You
will be ahead of the game if you not only embrace the likelihood of change
in your discipline but also resolve to be a leader of change.
Just as your tuition was a necessary investment in
your future as a scholar/teacher, so is the annual cost of attending one or
more meetings of your professional organization an investment in your growth.
Attending presentation of papers in your field gives you the opportunity for
direct immediate answers to your questions. These meetings allow you
to identify those who can add to your body of knowledge or skills development.
They also provide opportunity for picking the brains of the mentors/collaborators
you want to recruit to your cause.
Looking for opportunities to enhance the value
of your work or the reputation of your discipline will keep you sharp.
It also will provide the necessary impetus for continued balancing of sharing
knowledge with students and application of knowledge to maintain your
professional status and credibility among your peers.
Even though staying current in your discipline and related technologies is increasingly difficult, consider it a challenge rather than a chaotic boat ride. Select a current development that you predict will impact your graduating students and concentrate on this area. (For example, the future of "text" literacy (books, novels, etc) versus online information in English, object oriented programming in computer science, or assessment in all disciplines.)
Follow these three guidelines: (1) Read one article
a week about your chosen area, (2) join an email discussion group to
obtain other points of view or references outside your immediate environment,
and (3) re-evaluate the chosen area every semester for possible redirection
of your efforts in a related avenue the next semester. Changing direction
in midstream is better than paddling your professional canoe in the wrong
direction.
B. Preparation for Teaching/Learning
Dr. Sally Kuhlenschmidt
Professor, Psychology
Director, Center for Teaching & Learning
Preparation for teaching
is a journey, not a destination. That is to say, one can never declare
oneself fully and forever "prepared." This is a delight of our occupation,
not a problem. We endlessly renew ourselves by experimenting with new
and refined ideas and get to apply the latest research, such as Active Learning
Ideas, in the context of our particular students.
That's the big picture. When I specifically
prepare to teach, I adopt a mental "set" and style that shows my interest
in: (a) my material and (b) my students. I organize my subject matter and
practice my activities in advance. When I am done, I record my
thoughts and experiences on the material on a sticky note so that next time
I'll do better.
Probably the most important thing I have
learned about teaching is that the things I do before a class, especially
selecting a textbook, designing writing assignments, and developing a syllabus,
have perhaps more impact on the semester than what I do during the semester.
For instance, I have found that it is important to invest sufficient time
in looking at the available texts, reviewing each one's coverage of certain
topics, checking the accuracy with which concepts are presented, and examining
the level of the writing and the quality of the examples used by the author
to illustrate the material. If the text is a clunker, making the course good
is much harder.
Similarly, I believe that the time I invest in writing
my syllabus is some of the most important time I spend on preparing to teach.
It is much easier to develop strategies to prevent certain common problems,
such as plagiarism, than it is to handle problems when they occur. Accordingly,
I try to design writing assignments that require specific knowledge of course
material, so that it is unlikely that the student could buy a paper from the
Internet or have another student help write it. Assignments like these may
take a lot of time to create, but I much prefer doing that over investigating
suspicions of plagiarism and confronting my students. It is also a time- and
hassle-saver in the long run to really think through the course objectives
and develop course requirements specifically tied to those objectives. If
I say that one of my goals is to encourage critical thinking, have I planned
relevant activities, and do I have a means of assessing whether critical thinking
is occurring? And finally, as I develop my syllabus, I also try to anticipate
problems and develop potential solutions in advance, so that I don't risk
making unwise decisions under pressure.
Me? I've Been There and Done That!
In the Phi Delta Kappa Fastback
#237 titled The Induction of New Teachers, the author, Kevin Ryan,
explains that teachers who stay in the profession may pass through four stages
of development. These stages are fantasy, survival, mastery,
and impact (Ryan, K.). The fantasy stage usually begins before
the first day of teaching when the new teacher believes that all of her students
will love him/her, are all "A" students, will listen with awe to his/her instruction,
and there will be no blood or barf. This stage seldom if ever lasts
beyond Thanksgiving Vacation. As soon as fantasy departs survival begins.
Harry Wong, in his taped series, The Effective Teacher, states that the survivor
starts doing things just to get through the day. The surviving teacher
begins struggling to stay ahead of the kids. Wong identifies two forms
of survival. Number 1 is called "worksheets." ...sit there and fill
out the worksheet. And while you are filling out that worksheet, I've
got to find another worksheet. Number 2 is called "the text book." Monday:
... open your textbook and read Chapter 17. Tuesday: ... outline Chapter
17. Wednesday: ...answer the questions I prepared over Chapter 17.
Thursday: ... I'm going to lecture from Chapter 17. Friday, ...here's a video
that kind of matches Chapter 17 (Wong, H.K.) or ... here's a test over Chapter
17. Many teachers never evolve from the survival stage and more often
than not, these "eternal survivors" burn out before they reach retirement
age ... many before they achieve tenure. The teacher who achieves mastery
knows how to manage a classroom so the most is learned with the least discomfort
to both student and teacher. The impact stage usually correlated very closely
with the mastery stage because when the most is learned with the least discomfort
a teacher is making a lasting impact on his/her students and through this
avenue is making an impact on society.
Me? I've been there and done that! After serving in the military for several years and teaching in one of the advanced schools for military personnel, I finished a Bachelor's Degree in elementary education and was employed in a public school in Kansas. I was in fantasy land. I thought I could transfer all my military training and disciplinary schemes to a sixth grade classroom. This attempted transfer resulted in a humbling experience and I was soon in the survival mode. My best survival tactic was having students read the chapter and write out the answers to the questions at the end of the chapter in the Social Studies text, copy and solve all of the math problems in the math text, do encyclopedia research in science, write critiques of the stories in the reading text, and file written book reports.
By Thanksgiving I felt that my small apartment was closing in on me. During Christmas it dawned on me that my apartment was not getting smaller but was filling up with ungraded work from the students. I had students turning in at least four pages per student per day and I had thirty-two students. There was no way I could grade 128 pages of assignments each day!
I did not achieve mastery at this point but implemented a modified survival technique. I confessed to my students my folly in collecting so many written assignments and my students allowed me to destroy all the collected work and start over after New Year. I then went into a verbal mode of collecting assignments in which scope and sequence did not change. I no longer collected a ream of paper each day but I had nothing to substantiate the grades I assigned on report cards.
I continued to teach the intermediate grades for eight years and I still did not achieve full mastery. In spite of this I felt I was beginning to make an impact. Former students who were now in high school would drop by to chat and other teachers were beginning to ask my advice. School administrators were letting me make a few decisions and parents were cornering me at the local stores and telling me what a good job I was doing. I thought I was a master teacher. Just thinking helped but did not make it so.
Mastery came to me in the 1960's after I became involved in several of the natural science programs that evolved from the scare following the Russian launch of Sputnik. The resulting emphasis placed on behavioral objectives, cognitive development theories, the inquiry teaching model, Bloom's taxonomy, Maslow's list of basic needs, and other data important to effective teaching allowed me to better understand how children learn. I began to pick and choose and to formulate my own personal model of instruction and classroom management. At this point I achieved mastery and I began to make a much greater impact on my students and through them, on society. I had discovered that flexibility and adaptability were the keys to mastery.
If an epitaph must be carved on my tombstone, I hope it will say, "He was a master teacher and made an impact on the world."
Works Cited:
Ryan, K. (1986). The induction of new teachers, Fastback #237. Bloomington,
IN: Phi Delta Kappa,
Wong, H.K. (NDG). The effective teacher, Part 1. Sunnyvale, CA.: Harry
K. Wong Publications.
C. Preparation for Research
Preparing for research requires familiarity, not only with the literature that pertains to a specific research project, but with related literature that allows integration with other information to look at the big picture. With the stunning amount of information generated daily, it is difficult to stay abreast of literature covering even a narrow research topic. Search engines available on the web have made it possible to scan the literature most relevant to a research project quickly.
Writing a grant proposal forces you to focus
research efforts by clearly defining goals, hypotheses, and experimental procedures,
as well as by identifying resources needed. Submitting the proposal
provides expert peer review (sometimes painful) that will validate
or offer suggestions to improve the research design and hopefully the resources
needed will be forthcoming. It is helpful in this regard to have a long-term
research goal in mind with specific experimental steps designed to achieve
that goal. It has been helpful to establish teams of students,
whose activities are coordinated by weekly meetings, to work on research projects
that involve large blocks of time. The small specific experimental steps
make it possible for students to obtain meaningful results within two semesters
and the long-term goal helps them to understand the broader context and relevance
of their results. The sense of excitement a student experiences upon making
a new discovery cannot be easily captured in the classroom.
I put my list aside for a few days and after preparing
a course syllabus, return to the list and select the one question I can't
stop thinking about. I plan my method and schedule for gathering
data, and post it above my desk for constant reminding. As the semester
progresses, I search professional data bases on the subject and keep reminding
myself to be open to what I discover about my teaching. A final observation:
sometimes, the search for answers is more important than the answers themselves-one
often experiences new excitement and energy in re-seeing one's teaching.
Faculty Scholarship - a Review
by Elmer Gray
Dean, Graduate Studies & Research
(Note: Copies of both Scholarship Assessed: Evaluation of the Professoriate and Scholarship Reconsidered: Priorities of the Professoriate have been provided by the Center for Teaching & Learning for each academic department. Check with your department head to review your department's copy.)
Scholarship Assessed is the most recent Carnegie Foundation treatise on faculty scholarship. It serves as the capstone of a series of publications on the professoriate at comprehensive universities. A brief review of the earlier Carnegie reports will aid the understanding of Scholarship Assessed.
The 300 plus member institutions of the American Association of State Colleges and Universities (AASCU) evolved from normal schools, two-year colleges, and state teachers' colleges into regional or comprehensive universities. Changing nomenclature was accompanied by expanding functions from primarily teaching to the inclusion of varying degrees of involvement in research and service.
In the mid-1960's, as state colleges were becoming universities, Allan W. Ostar, first executive director of AASCU, urged that member institutions "should not become second-rate copies of the major state universities or the private liberal arts colleges." Rather, "the state colleges should develop a new role, flexible and responsive to society's unmet needs" (Horowitz, 1974, p.2). In Colleges of the Forgotten Americans, E. Alden Dunham (1969) stated that the greatest problem facing AASCU member institutions was the question of model and institutional purpose. New faculty, trained at the major research institutions at that time, worked toward transforming their employing institution into what they had experienced as students.
College: The Undergraduate Experience in America, a report by Ernest L. Boyer (1987), focused on the fact that faculty were faced with divided loyalties and competing career concerns. They were expected to be committed to the students along with effective teaching while knowing that their promotion and tenure depended upon research and publication (p.4). Boyer also made the point that "while not all professors are or should be publishing researchers, they, nonetheless, should be first-rate scholars." He continued, "Scholarship is not an esoteric appendage; it is at the heart of what the profession is all about" (p.131). In a subsequent Carnegie report, Scholarship Reconsidered, Boyer (1990) revisited the traditional teaching, research, and service roles which have characterized higher education. He concluded that the work of faculty could be better defined to more accurately portray the full extent of their academic and civic mandates. The tripartite function of teaching, research, and service could be replaced by the term "scholarship." The broader meaning of scholarship brings legitimacy to the full range of academic activity. As defined, scholarship would include the four dimensions of knowledge: discovery, integration, application, and teaching.
There are overlays and differences when comparing Boyer's four dimensions of scholarship with the three traditional components of faculty activity. Scholarship of discovery is similar to what academics mean by basic research. This investigative form of scholarship contributes to human knowledge and to the human need to confront the unknown. Scholarship of integration fulfills the need of scholars to give meaning to isolated facts by fitting them into larger patterns within and across disciplines. Integrative or synthesis scholarship contributes to interdisciplinary development. Scholarship of application is knowledge applied toward the solution of problems. Applied knowledge contributes to the welfare of individuals and institutions. Such scholarship connects theory with practice. Scholarship of teaching results from the fact that knowledge becomes consequential only as it is understood and utilized by others. Teaching serves not only to transmit knowledge but also to educate and train future scholars and practitioners. Teaching scholarship embraces the other forms of scholarship. Service must go beyond mere citizenship activity and involve the faculty member's specific field of knowledge before it is worthy of consideration as scholarship.
The goal of the earlier report, Scholarship Reconsidered, was to move beyond the debate over teaching versus research and to give scholarship a more inclusive meaning. The new paradigm of scholarship would enrich rather than restrict scholarly activity by faculty. Indeed, faculty could be scholarly in all their professional activities.
Scholarship Assessed continues to develop the new paradigm of scholarship. It is more difficult to assess scholarship in the broad dimension than for peers in a specific discipline to evaluate research in that discipline. Criteria and procedures are needed to assess scholarship not only across departmental lines but across campus boundaries. Quality of scholarship, whatever its form, must be assured. Implementation of the new definition of scholarship requires that institutions change the standards by which they evaluate scholarship for use in faculty salary, tenure, and promotion decisions.
A single standard is needed for assessing all forms of scholarship. The key to the commonality lies in the scholarship process whether the scholarship is discovery, integration, application, or teaching. The report forwards six qualitative standards for use in evaluating the different forms of scholarship. Although the standards are similar to those used in peer review of research proposals and papers, they are equally applicable to the other forms of scholarship.
Clear Goals-Regardless of the type of scholarship, the goals must be clear, stating the basic purpose, defining the objectives, and identifying important questions.
Adequate Preparation-Successful scholarly work depends upon the scholar's understanding of the subject matter as evidenced by knowledge of existing scholarship, possession of necessary skills, and the availability of adequate resources.
Appropriate Methods-Scholars must use procedures appropriate to the project, apply them effectively, and modify them as the project evolves. The instructional methods must be appropriate for the desired learning outcomes.
Significant Results-All scholarship must produce significant results whether in the form of a contribution to knowledge, to artistic expression, to enhanced learning, or to problem solving. Assessment should reflect the extent to which the scholarly results add to the discipline along with suggesting additional areas for exploration.
Effective Presentation-The contribution of any form of scholarship depends upon its presentation. The discovery must be made known to others; teaching is not teaching without student learning; integration and application depend upon interactions among sectors. Effective communication is a scholarly activity.
Reflective Critique-Peer critique of scholarship is an under-used form of assessment except as required by funding agencies. Critical self and peer critiques can improve the quality of future work.
The authors conclude that there is a common language assessing scholarly work whether it be discovery, integration, application or teaching. Equity in recognition and rewarding different forms of scholarship requires that the same standards be used for the full range of scholarly work.
Imagination and discipline are essential in demonstrating that a scholarly project had clear goals and was adequately prepared, that the project was pursued through appropriate methods and led to significant results, and that it was effectively presented and reflectively critiqued. Obviously, some forms of scholarship are more easily documented than others. For example, integrative scholarship may be documented through books, journals, public lectures, radio or television interviews, or museum exhibits. Documentation of teaching scholarship must draw upon many sources of evidence.
Scholarship Assessed authors suggest that a "professional
profile" be utilized in scholarship evaluation. That profile would include
three primary parts. A statement of responsibilities defining what a
scholar hopes to or agrees to accomplish during the period under review.
This statement provides a basis for assessing the scholar's accomplishments.
The professional profile should include a biographical sketch depicting the
scope and extent of activities in all areas of scholarship. The sketch
would include quantitative documentation such as courses taught, enrollments,
new course and curriculum development, thesis supervision, research grants
and contracts, editorships of journals, book and journal publications, book
reviews, creative performances, public
lectures, student advisement, committee and administrative assignments, professional
travel, consulting, international experiences, etc. Documentation of
scholarly activity should require only selected samples of end products.
The authors propose that a project of discovery could be documented by a limited
number of publications or presentations. Integrative or applied efforts
would be described in terms of their contribution to larger projects.
Teaching scholarship documentation must focus on teaching as an intellectual
project and in terms of service to students. A teacher may submit course
syllabi, class materials, samples of student work, resulting presentations
or publications, student evaluations, student placements in jobs and graduate
school, department chair assessments, and peer evaluations. Colleagues
are best suited to evaluate scholarship. Peer evaluations are as appropriate
for teaching as they are for the other forms of scholarship. The authors
conclude that documentation of faculty scholarship is a moving picture, not
a snapshot of the scholarly process and products.
Scholarship Assessed and its predecessor, Scholarship Reconsidered, offer a new paradigm for recognizing the full range of faculty scholarship and question a reward system that places primary emphasis on research and publication and secondary emphasis on other forms of scholarship. Common standards are advanced for assessing the different forms of scholarly activities-discovery, integration, application, and teaching. Adoption of this broader concept will encourage faculty to pursue scholarship in the areas of their strengths, will enable higher education to be more attentive to teaching and to student needs, and can encourage faculty to utilize an exploding information technology for enhancement of student learning. The greatest benefit from this new concept of scholarship will be clarification of career responsibilities of the faculty and refinement of the mission of the comprehensive university.
References Cited:
Boyer, E. L. (1987). College: The undergraduate experience in America. The Carnegie Foundation for the Advancement of Teaching. New York: Harper & Row, Publishers.
Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. The Carnegie Foundation for the Advancement of Teaching. Jossey-Bass Inc, Publishers.
Dunham, E.A. (1969). Colleges of the forgotten Americans: A profile of state colleges and regional universities. The Carnegie Foundation for the Advancement of Teaching. New York: McGraw-Hill Book Company.
Glassick, C.E., Huber, M.T., Maeroff, G.I. (1997). Scholarship assessed: Evaluation of the professoriate. The Carnegie Foundation for the Advancement of Teaching. San Francisco: Jossey-Bass Inc., Publishers.
Horowitz, L. (1974). The state-college association comes of age. Education Commission of the States. Compact (July, August)
The Scholarship of Teaching and Learning in Higher Education:
An Annotated Bibliography
Pat Hutchings, Senior Scholar
and Chris Bjork, Research Assistant
Spring 1999
This document may be viewed at: http://www.carnegiefoundation.org.
To find the bibliography when you reach the above URL: click Our Work;
Carnegie Academy for the Scholarship of Teaching & Learning; Higher Education
Program; and finally Bibliography.)
The CTL has the following videotapes available for checkout.
1. Scholarship of Teaching. Glassick's 1998 Presentation
at WKU. Length-1 1/2 hours.
(Ask for 081898S-1; 081898S-2, or 081898S-3).
2. Fostering a Scholarship of Teaching. Carnegie Academy. Length: 19 minutes.
(To see our complete collection visit: http://www.wku.edu/teachingtapes.htm).
. . . a sampling of courses that may provide useful information for faculty wanting to learn more about college teaching
CEBS
CNS 555 Social & Cultural Diversity in
Counseling
CNS 572 American College Student
CNS 574 Student Development in Higher
Education
CNS 576 Technology in Student Affairs
EDFN 576 Issues and Trends in Education
EDFN 612 Seminar in Community College
Teaching
EDAD 683 Seminar in Curriculum Development
EDFN 675 Higher Education in America
PSY 423G Adult Development & Aging
PSY 432G Psychology of the Gifted & Creative
PSY 511 Psychology of Learning
PSY 519 Psychology Perspectives on Classroom
Behavior
PSY 570 Advanced Education Psychology
PSY 591 Internship in College Teaching
PSY 611 Adult Development & Learning
Community College
OST 220C Word Processing
(offered via the Internet too)
OST 221C DeskTop Publishing
(offered via the Internet too)
INS 272C Database Management
INS 270C Electronic Spreadsheets
INS 182C Computer Operating Systems
(for the advanced person)
INS 285 Advanced Applications of Software
Network administration courses are available but involve prerequisites.
Ford College of Business
CIS 141 Introduction to Computer
Information Systems
CIS 345 Managing the Database
Environment
CEBS
ED 445 Introduction to Educational
Technology
LME 448 Microcomputer Applications in
Education
PSY 501 Issues in Using the Internet in
Instruction
(http://edtech.tph.wku.edu/~internet/)
Target audience is faculty and administrators.
Ogden College
CS 145 Introduction to Computing
IT 202 Engineering Graphics
IT 204 Computer Applications in Technical
Management
IT 205 Computer Assisted Drafting
IT 314 Advanced Engineering Drafting
IT 330 Computer Graphics (3d graphics)
Libraries
Workshops on information searching every semester.
Potter College
Art 435 Computer Graphics and Electronic
Art (variety of softwares)
Art 438 Advanced Computer Graphics
(Photoshop, Macromedia Director)
OrgCom 461 or SCom 561 Organizational
Communication (1/2 is Computer
Mediated Communication Theory.
Faculty are welcome to audit.)
Eng 399 Writing and the Internet
Eng 415 Writing and Technology
Jour 232 Electronic Technologies for journalism
Jour 481 Advertising in a Digital World
Music 203 Music Technology
The CTL would like to thank the following WKU editorial board members
for reviewing Dr. Pigford's work on the Series Overview II and the Adequate
Preparation sections of Volume II: Adequate Preparation:
Dr. Meaghan Duff, History |
Dr. John Hagaman, English |
 Dr. Sally Kuhlenschmidt, Psychology & Director of CTL |
Dr. Ron Milliman, Economics & Marketing |
What new or improved steps are you making for your
A). Preparation in continued growth in your discipline
1.
2.
3.
B). Preparation for teaching/learning
1.
2.
3.
C). Preparation for research
1.
2.
3.
D). Preparation for (your) evaluation
1.
2.
3.
E). Preparation for long term career success
1.
2.
3.
Comments:
Click here for a pdf version of the worksheet
above and the evaluation form which follows.
These forms will each print on one page.
You must have Adobe Acrobat Reader 4.0 to read this file.
If you don't have this version or higher, visit http://www.adobe.com/products/acrobat/readstep.html
1. Please indicate how effective this booklet was in helping your preparation
efforts.
2. What were the most helpful section(s) of this booklet?
__Adequate Preparation (Tips List)
__Preparation Tips from WKU Faculty
__Faculty Scholarship (a Review)
__Resources
__Annotated Bibliography
__Videotapes
__Websites
__Sampling of WKU Courses
__Faculty Worksheet
__Evaluation Sheet
3. What suggestions were the most helpful for you?
4. What new preparation suggestion would you add to our lists?
Send to: CTL, Cravens Ground Floor or FAX (270) 745-6145
Note: Name required below only if you wish to participate in preparing
the next booklet. Mail the following separately if you prefer.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - -
5. I would like to participate in preparing Volume III, Appropriate
Methods,
in the fall of 2000 by :
__Determining the content outline __Writing
__Editing __Other (Please explain)
Name______________________________________________ Dept. _____________
Phone __________________________ Email ________________________________
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