The Scholarship of Teaching

Bender and Gray’s “The Scholarship of Teaching.

Thinking about teaching begins where all intellectual inquiry begins, with questions about what is going on and how to explain, support, and replicate answers that satisfy us. With the blurring of the boundaries that we have long drawn between faculty roles in research and teaching–and a growing recognition of their common intellectual patterns of questioning, exploring, testing, and professing–a new phrase has emerged, challenging the stereotypes and calling for further amplification: “the scholarship of teaching.”

the scholarship of teaching itself tells us that learning in the classroom is collaborative, that the professor is not the only teacher in the room, and that what happens in it is not just up to us.

We identify and draw from our fields and disciplines what we want students to learn: skills of inquiry, skills of analysis, argument, and expression; attention to the pleasures and puzzles of the text, the maps of the genome, the enigmas of politics, culture, and history, the dance of the physical and chemical worlds. Teaching, by its very nature, is exploratory: when we choose our texts, design our syllabi, and devise assignments we are constructing experimental frameworks of learning shaped by the requirements, discoveries, and debates of our disciplines, past and present. Through those tasks we teach our scholarship.

The Carnegie Foundation for the Advancement of Teaching.

International Journal for the Scholarship of Teaching and Learning has some great articles including “Using Scholarly Research in Course Redesign” and “Superhero as Metaphor,” which is about teaching ethics in business classrooms (and thus would be relevant to teaching ethics in business writing classrooms).

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