The growth of the scholarship of teaching in doctoral programs

Journalism and Mass Communication Educator

Volumn 54, Issue 4, 1999, Pages 4-13

  Cohen, Jeremy ^a   Barton, Richard ^a   Fast, Amy ^a  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33544460065     PISSN: 10776958     EISSN: 21614326     Source Type: Journal    
DOI: 10.1177/107769589905400401     Document Type: Article

References (36)

1. Bransford, J. D., Brown, A. L., and Cocking, Rodney (eds.). How People Learn: Brain, Mind, Experience and School. Washington D.C.: National Academy Press, 1999. p. 23
2. Hutchings, P. and Shulman, L. S. “The scholarship of teaching, new elaborations, new developments.” Change. 31:5,1999, pp. 11-15.
3. Reese, S. D. and Cohen, J. “Educating for journalism: The professionalism of scholarship.” Journalism Studies. 2000 (in press).
4. Cohen, J. “Learning the scholarship of teaching in doctorate granting institutions.” Journalism Mass Communication Educator. 51:4, pp. 27-38.
5. Boyer, E. L. Scholarship Revisited, Priorities of the Professoriate. Carnegie Foundation, 1990. p. 27.
6. Menges, R. J. and Weimer, M. and associates, 1996. Teaching on solid ground: Using scholarship to improve practice. San Francisco, Calif.: Jossey Bass, p. xii.
7. Menges, R. J. and Weimer, M. and associates. Teaching on Solid Ground: Using Scholarship to Improve Practice. San Francisco, Calif.: Jossey Bass, 1996. p. 11.
8. Cohen and J. Romano write, “Powerful pedagogies such as service learning, collaborative learning communities, and problem based learning have taken on new importance as educators in the classroom and in student affairs heed the implications of a broad array of research and scholarship.” “Editor’s Comments”, 1999, Journal of General Education 48 (1): 3.
9. Glassick, C. E., Huber, M. T. and Maeroff, G. I. Scholarship Assessed: Evaluation of the Professoriate. San Francisco Calif.: Jossey Bass, 1997.
10. Shulman, L. S. “Course anatomy: The dissection and analysis of knowledge through teaching,” in Hutchings, P. (Ed.) The Course Portfolio: How Faculty can Examine Their Teaching to Advance Practice and Improve Student Learning. Washington D.C.: American Association for Higher Education, 1998, p. 5.
11. Hutchings, P. (Ed.). Making Teaching Community Property: A Menu for Peer Collaboration and Peer Review. Washington, D.C.: American Association for Higher Education, 1996.
12. Mereys, C. and Jones, T. 1993. Promoting Active Learning. San Francisco, Calif.: Jossey Bass.
13. Shulman, L. 1993. “Teaching as community property: Putting an end to pedagogical solitude,” Change. 25, 6-7, cited in Hutchings, 1996, p. 1.
14. Hutchings, P. (Ed.). Making Teaching Community Property: A Menu for Peer Collaboration and Peer Review. Washington, D.C.: American Association for Higher Education,1996, pp. 1-2.
15. Menges, R. J. and Weimer, M. and associates 1996. Teaching on solid ground: Using scholarship to improve practice, San Francisco, Calif.: Jossey Bass. However, while research scholarship is stressed in graduate school, few future university faculties receive comprehensive instruction in the scholarship of teaching. See for example, “Learning the scholarship of teaching in doctorate granting institutions,” Journalism Educator 50 (4): 27-38.
16. Lambert, L. and Lane Tice, S. (Eds.). Preparing Craduate Students to Teach: A Guide to Programs that Improve Undergraduate Education and Develop Tomorrow’s Faculty. Washington, D.C.: American Association for Higher Education,1993.
17. Boyer, E. L. Scholarship Revisited, Priorities of the Professoriate: Special Report of the Carnegie Foundation for the Advancement of Teaching. Carnegie Foundation, 1990. p. 24.
18. Shulman, L. 1993. “Teaching as community property: Putting an end to pedagogical solitude,” Change. 25, 6.
19. Cohen, J. 1997. “Learning and the scholar¬ship of teaching in doctorate granting institutions,” Journalism & Mass Communica¬tion Educator. 50 (4): 30.
20. Wilkins, L. 1998. “Preparing doctoral students for the first job and beyond,” Journalism & Mass Communication Educator. 52 (4): 37-47.
21. Bransford, J. D., Brown, A. L., and Cocking, Rodney R. (eds). p. 18.
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23. Salmon, Phillida 1992. Achieving a Ph.D.: Ten Students’ Experience, Oak Hill, Stoke-On- Trent, Trentham Books.
24. Robbins, B. “Love, sex, and disciplinarity imperialism/’ The Chronicle of Higher Education, 9/18/98,
25. Perelman, C. H. and Obrechts-Tyteca, L. The New Bhetoric: A Treatise on Argumentation. London, England: Notre Dame Press, 1969. p. 465.
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27. Schramm, W. 1983. “The unique perspective of communication: A retrospective view,” Journal of Communication, 33 (3):14,
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29. Rogers, E. and Chaffee, S. 1983, “Communication as an academic discipline: A dialogue,” Journal of Communication, 33 (3):23.
30. Hativa, N. and Marincovich, N. (Eds.) 1995. Disciplinary Differences in Teaching and Learning Implications for Practice, San Francisco, Calif.: Jossey Bass, p. 117.
31. Hativa, N. and Marincovich, M, (Eds.) 1995. Disciplinary Differences in Teaching and Learning: Implications for Practice. San Francisco, Calif.: Jossey Bass, p. 114.
32. Barton, R. L. “The Graduate Teaching Academy” in Cohen, J. C. (Ed.) (1999) A Culture For Learning. The College of Communications, The Pennsylva-nia State University.
33. Bransford, John D. and Brown, A.L., and Cocking, Rodney (eds,). p 18.
34. Cohen, J. 1999. “The pedagogical colloquium: Body slams as community property,” in Cohen, J. (Ed.) A Culture for Learning. The College of Communications, The Pennsylvania State University.
35. Hutchings, P. 1997, “The pedagogical colloquium: Taking teaching seriously in the faculty hiring process” in DeZur, D. (Ed.) To Improve the Academy, vol. 16, pp. 271-294. Stillwater, O.K.: New Forums Press.
36. Oliver, M, 1999. “Reflections on the pedagogical colloquium,” in Cohen, J. (Ed.) A Culture for Learning. The College of Communications, The Pennsylvania State University.