Expanding the Boundaries of Scholarship in Psychology through Teaching, Research, Service, and Administration

Teaching of Psychology

Volumn 31, Issue 4, 2004, Pages 233-241

  Mathie, Virginia Andreoli ^a   Carlson, Janet F ^b   Johnson, David E ^c   Buskist, William ^d   Davis, Stephen F ^e   Smith, Randolph A ^f  

^a JAMES MADISON UNIVERSITY   (United States)

^b TEXAS A AND M UNIVERSITY   (United States)

^c JOHN BROWN UNIVERSITY   (United States)

^d APPALACHIAN STATE UNIVERSITY   (United States)

^e EMPORIA STATE UNIVERSITY   (United States)

^f OUACHITA BAPTIST UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 10044296114     PISSN: 00986283     EISSN: 15322802     Source Type: Journal    
DOI: 10.1207/s15328023top3104_2     Document Type: Article

References (53)

1. American Association of University Professors. (1994, January-February). The work of faculty: Expectations, priorities, and rewards. Academe, 80, 35–48.
2. Mathie Andreoli V. (2002). Integrating teaching and service to enhance learning. In Davis S. F. Buskist W. (eds.), The teaching of psychology: Essays in honor of Wilbert J. McKeachie and Charles L. Brewer (pp. 163–177). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
3. Austin A. E. (2002). Preparing the next generation of faculty: Graduate school as a socialization to the academic career. The Journal of Higher Education, 73, 94–122.
4. Blackburn R. T. Lawrence J. H. (1995). Faculty at work: Motivation, expectation, satisfaction. Baltimore: Johns Hopkins University Press.
5. Boyer E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
6. Braskamp L. A. Ory J. C. (1994). Assessing faculty work: Enhancing individual and institutional performance. San Francisco: Jossey-Bass.
7. Buffardi L. C. Nichols J. A. (1981). Citation impact, acceptance rate, and APA journals. American Psychologist, 36, 1453–1456.
8. Buskist W. Tears R. S. Davis S. F. Rodrigue K. M. (2002). The teaching of psychology course: Prevalence and content. Teaching of Psychology, 29, 140–142.
9. Chapdelaine A. Chapman B. L. (1999). Using community-based research projects to teach research methods. Teaching of Psychology, 26, 101–105.
10. Cohen L. H. Sechrest L. B. (1976). The APA evaluation of Teaching of Psychology. Teaching of Psychology, 3, 130–134.
11. Connor-Greene P. A. (2002). Problem-based service learning: The evolution of a team project. Teaching of Psychology, 29, 193–197.
12. Cuban L. (1999). How scholars trumped teachers: Change without reform in university curriculum, teaching, and research, 1890-1990. New York: Teachers College Press.
13. Damrosch D. (1995). We scholars: Changing the culture of the university. Cambridge, MA: Harvard University Press.
14. Daniel R. S. (1974). Teaching of psychology has already had a long past. Teaching of Psychology, 1, 32–34.
15. Daniel R. S. Loveland E. H. (1976). Report on the status of ToP. Teaching of Psychology, 3, 129–130.
16. Davis S. F. (1994). You take the high road, I'll take the low road: A satisfying career at a small state university. In Keller P. A. (ed.), Academic paths: Career decisions and experiences of psychologists (pp. 25–37). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
17. Diamond R. M. Adam B. E. (1995). New directions for higher education, No. 81: Recognizing faculty work: Reward systems for the year 2000. San Francisco: Jossey-Bass.
18. Driscoll A. Lynton E. A. (1999). Making outreach visible: A guide to documenting professional service and outreach. Washington, DC: American Association for Higher Education.
19. Durso F. T. (1997). Corporate-sponsored undergraduate research as a capstone experience. Teaching of Psychology, 24, 54–56.
20. Elman S. E. Smock S. M. (1985). Professional service and faculty rewards: Toward an integrated structure. Washington, DC: National Association of State Universities and Land-Grant Colleges.
21. Fear F. A. Sandmann L. R. (1995). Unpacking the service category: Reconceptualizing university outreach for the 21st century. Continuing Higher Education Review, 59, 110–122.
22. Froh R. C. Gray P. J. Lambert L. M. (1993). Representing faculty work: The professional portfolio. In Diamond R. M. Adam B. E. (eds.), New directions for higher education, No. 81: Recognizing faculty work: Reward systems for the year 2000 (pp. 97–110). San Francisco: Jossey-Bass.
23. Gibson P. R. Kahn A. S. Mathie Andreoli V. (1996). Undergraduate research groups: Two models. Teaching of Psychology, 23, 36–38.
24. Glassick C. E. Huber M. T. Maeroff G. I. (1997). Scholarship assessed: Evaluation of the professoriate. San Francisco: Jossey-Bass.
25. Gmelch W. H. Miskin V. D. (1993). Leadership skills for department chairs. Bolton, MA: Anker.
26. Halpern D. F. Reich J. N. (1999). Scholarship in psychology: Conversations about change and constancy. American Psychologist, 54, 347–349.
27. Halpern D. F. Smothergill D. W. Allen M. Baker S. Baum C. Best D. Ferrari J. Geisinger K. F. Gilden E. R. Hester M. Keith-Spiegel P. Kierniesky N. C. McGovern T. V. McKeachie W. J. Prokasy W. F. Szuchman L. T. Vasta R. Weaver K. A. (1998). Scholarship in psychology: A paradigm for the twenty-first century. American Psychologist, 53, 1292–1297.
28. Hutchings P. Shulman L. S. (1999). The scholarship of teaching: New elaborations, new developments. Change, 31 (5), 10–15.
29. Johnson D. E. (2002). Teaching, research, and scholarship. In Davis S. F. Buskist W. (eds.), The teaching of psychology: Essays in honor of Wilbert J. McKeachie and Charles L. Brewer (pp. 153–162). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
30. Kreber C. (ed.). (2001, Summer). New directions for teaching and learning, No. 86: Scholarship revisited: Perspectives on the scholarship of teaching. San Francisco: Jossey-Bass.
31. Landrum R. E. Davis S. F. (2004). The psychology major: Career options and strategies for success (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
32. Landrum R. E. Nelsen L. R. (2002). The undergraduate research assistantship: An analysis of the benefits. Teaching of Psychology, 29, 15–19.
33. Lynton E. A. (1995). Making the case for professional service. Washington, DC: American Association for Higher Education.
34. Martin J. Samels J. E. (1997). First among equals: The current roles of the chief academic officer. In Martin J. Samels J. E. (eds.), First among equals: The role of the chief academic officer (pp. 3–20). Baltimore: Johns Hopkins University Press.
35. Meyers S. A. Prieto L. R. (2000). Training in the teaching of psychology: What is done and examining the differences. Teaching of Psychology, 27, 258–261.
36. Ocampo C. Prieto L. R. Whittlesey V. Connor J. Janco-Gidley J. Mannix S. Sare K. (2003). Diversity research in Teaching of Psychology: Summary and recommendations. Teaching of Psychology, 30, 5–18.
37. Ossoff E. P. (1998). Involving the undergraduate in faculty research. Eye on Psi Chi, 2 (3), 18–20.
38. Plante T. G. (1998). A laboratory group model for engaging undergraduates in faculty research. Teaching of Psychology, 25, 128–130.
39. Plater W. M. (1995). Future work: Faculty time in the 21st century. Change, 27 (3), 22–33.
40. Prieto L. R. Meyers S. A. (1999). Effects of training and supervision on the self-efficacy of psychology graduate teaching assistants. Teaching of Psychology, 26, 264–266.
41. Rice R. E. (1991). The new American scholar: Scholarship and the purposes of the university. Metropolitan Universities, 1, 7–18.
42. Roberts A. O. Wergin J. F. Adam B. E. (1993). Institutional approaches to the issues of reward and scholarship. In Diamond R. M. Adam B. E. (eds.), New directions for higher education, No. 81: Recognizing faculty work: Reward systems for the year 2000 (pp. 63–86). San Francisco: Jossey-Bass.
43. Russell A. A. Pavelich M. J. (1996). Faculty rewards: Can we implement the scholarship of teaching? A summary of an electronic conference. Journal of Chemical Education, 73, A268–A271.
44. Sandmann L. R. Foster-Fishman P. G. Lloyd J. Rauhe W. Rosaen C. (2000). Managing critical tensions: How to strengthen the scholarship component of outreach. Change, 32 (1), 44–52.
45. Slattery J. M. Park C. L. (2000, August). Problems in student research: Ethical resolutions. Poster presented at the annual meeting of the American Psychological Association, Washington, DC.
46. Taylor S. E. Martin J. (1987). The present-minded professor: Controlling one's career. In Zanna M. P. Darley J. M. (eds.), The compleat academic: A practical guide for the beginning social scientist (pp. 23–60). New York: Random.
47. Theall M. Centra J. A. (2001). Assessing the scholarship of teaching: Valid decisions from valid evidence. In Kreber C. (ed.), New directions for teaching and learning, No. 86: Scholarship revisited: Perspectives on the scholarship of teaching (pp. 31–43). San Francisco: Jossey-Bass.
48. Thomas J. Rewey K. L. Davis S. F. (2002). Professional development benefits of publishing in the Psi Chi Journal of Undergraduate Research. Eye on Psi Chi, 6 (2), 30–35.
49. Trower C. A. Austin A. E. Sorcinelli M. D. (2001). Paradise lost: How the academy converts enthusiastic recruits into early-career doubters. AAHE Bulletin, 53 (9), 3–6.
50. Tucker A. Bryan R. A. (1991). The academic dean: Dove, dragon, and diplomat. New York: American Council on Education/Macmillan.
51. Ware M. E. Badura A. S. Davis S. F. (2002). Using student scholarship to develop student research and writing skills. Teaching of Psychology, 29, 151–154.
52. Weimer M. (1993). The disciplinary journals on pedagogy. Change, 25 (6), 44–51.
53. Zahorski K. J. (ed.). (2002). New directions for teaching and learning, No. 90: Scholarship in the postmodern era: New venues, new values, and new visions. San Francisco: Jossey-Bass.