FPDC:Resources for Faculty

Definition
Is there a scholarship of teaching? If so, what are its elements? How do we know it when we see it? How do we evaluate or assess it? According to the Carnegie Teaching Academy the scholarship of teaching “ is problem posing about an issue of teaching or learning, study of the problem through methods appropriate to disciplinary epistemologies, application of results to practice, communication of results, self-reflection, and peer review.”

Is this an adequate definition? Kent State is in the process of creating its own definition as part of the campus conversations on teaching. Further questions for consideration include; Is there a difference between excellence in teaching and the scholarship of teaching? What do different disciplines contribute to the scholarship of teaching and to what extent is the scholarship of teaching discipline based? What questions about student learning can be explored through the scholarship of teaching? What practices, policies , and structures can support the scholarship of teaching. What inhibits it?

Campus Conversations
Kent State University's campus community has been engaged in serious consideration of a broadened and evolving concept of scholarship since Ernest Boyer's heuristic work Scholarship Reconsidered in 1990. The Faculty Senate used Boyer's work as a catalyst to study the implications of a broadened definition of scholarship for faculty roles and responsibilities; for reappointment, tenure, and promotion. Since that time, there have been numerous groups involved with different aspects of the scholarship of teaching. The Faculty Professional Development Study Committee, for example, initiated the formation of the University Teaching Council (UTC), a faculty body which provides leadership and resources for teaching and learning. PEW Roundtable discussions bring together individuals across roles and campuses to converse about teaching and scholarship. The Collegial Development of Teaching Project (discussed below) continues to expand its membership. Beginning in Fall1998, the Faculty Professional Development Center began its mission to build a community of scholars. The Center and the UTC are initiating an integrative phase in our work as they develop a framework for our Campus Conversations, for bringing together the many groups involved in the study of teaching to reflect on our individual and collective efforts. In addition to forums, and an annual Conference on Teaching, the Center sponsors a newsletter and this website for faciliating campus conversations on teaching. Every six weeks the Center sponsors the Breakfast with Provost (discussed below) to provide another collegial environment for discussing the scholarship of teaching. The university's recent cultural self-study provides a valuable context within which to view the scholarship of teaching and to develop our action plan.

Collegial Development of Teaching
(formerly AAHE- KSU Peer Review of Teaching Project) In January 1994 the American Association for Higher Education inaugurated a project funded by the The Pew Charitable Trusts and William and Flora Hewlett Foundation designed to encourage collective, scholarly discussion of college teaching at 12 research universities, including Kent State University. National project participants met at Stanford institute (1994) and three annual conferences to evaluate progress. Various disciplinary clusters met to discuss common issues and made contact with professional associations. The project produced the publications, Making Teaching Community Property: A Menu for Peer Collaboration and Peer Review, which describes various prototypes of activities and documents developed by participating departments, and The Course Portfolio.

Kent team members are represented in these publications and have served on national working groups on the topics of course portfolios and pedagogical colloquia in the hiring process. Now that the national project has ended, the Kent team from the original three departments has continued to expand, now including 37 faculty members from 17 units. They focus on scholarly discussions and activities on college teaching techniques, professional development and pedagogy.

An open Letter from the Provost:

I have thought often of the reflections on good teaching that have taken place at our “breakfast conversations.” Despite the variety of our respective disciplines, we shared many values and aspirations. Above all, there was a sense of exhilaration we all seemed to feel when discussing our most challenging and rewarding teaching experiences. (I don’t believe that was simply the caffeine). I very much appreciate these breakfasts and the sharing with colleagues the deep commitments that draw us all together into this university. I look forward to our next conversation on teaching.

Paul Gaston

The Provost Breakfast Conversations on Teaching take place every six weeks and enable a small group of faculty to share stories about teaching with colleagues across campuses. If you would like to attend a breakfast conversation, let us know. If you would like to bring together several of your colleagues for breakfast or luncheon conversation, let us know that too.