Situating the Scholarship of Teaching and Learning: A Cross-Disciplinary Conversation

Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground

Volumn , Issue , 2023, Pages 1-24

  Huber, Mary Taylor ^a   Morreale, Sherwyn P ^b  

^a The Carnegie Foundation for the Advancement of Teaching   (United States)

^b University of Colorado   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85168875539     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781003444268-1     Document Type: Editorial

References (19)

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3. Boyer, E.L. (1990). Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
4. Cambridge, B. (December 1999). “The Scholarship of Teaching and Learning: Questions and Answers From the Field.” AAHE Bulletin 52(4): 7-10.
5. Carnegie Academy for the Scholarship of Teaching and Learning. (1999). “Informational Program.” Booklet. Menlo Park, CA: Carnegie Foundation for the Advancement of Teaching.
6. Cross, K.P. (July/August 2001). “Leading-Edge Efforts to Improve Teaching and Learning: The Hesburgh Awards.” Change 33(4): 30-37.
7. Downey, G.L., J. Dumit, and S. Traweek. (1997). “Corridor Talk.” In Cyborgs and Citadels: Anthropological Interventions in Emerging Sciences and Technologies, edited by G.L. Downey and J. Dumit, pp. 245-263. Santa Fe, NM: School of American Research Press.
8. Gallison, P. (1997). Image and Logic: A Material Culture of Microphysics. Chicago: University of Chicago Press.
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10. Geertz, C. (2000). “The Strange Estrangement: Charles Taylor and the Natural Sciences.” In Available Light: Anthropological Reflections on Philosophical Topics, by C. Geertz, pp. 143-159. Princeton, NJ: Princeton University Press.
11. Glassick, C.E., M.T. Huber, and G.I. Maeroff. (1997). Scholarship Assessed: Evaluation of the Professoriate. Special Report of The Carnegie Foundation for the Advancement of Teaching. San Francisco: Jossey-Bass.
12. Huber, M.T. (July/August 2001). “Balancing Acts: Designing Careers Around the Scholarship of Teaching.” Change 33(4): 21-29.
13. Hutchings, P., ed. (2000). Opening Lines: Approaches to the Scholarship of Teaching and Learning. Menlo Park, CA: Carnegie Foundation for the Advancement of Teaching.
14. Hutchings, P. and L.S. Shulman. (September/October 1999). “The Scholarship of Teaching: New Elaborations, New Developments.” Change: 31(5): 10-15.
15. Kirsch, G. (1992). “Methodological Pluralism: Epistemological Issues.” In Methods and Methodology in Composition Research, edited by G. Kirsch and P. Sullivan, pp. 247-269. Carbondale, IL: Southern Illinois University Press.
16. Nelson, C. (2000). “How Could I Do the Scholarship of Teaching and Learning? Selected Examples of Several of the Different Genres of SOTL.” In Opening Lines: Approaches to the Scholarship of Teaching and Learning, edited by P. Hutchings. On accompanying CD. Menlo Park, CA: Carnegie Foundation for the Advancement of Teaching.
17. Schon, D.A. (November/December 1995). “The New Scholarship Requires a New Epistemology: Knowing-in-Action.” Change 27(6): 26-34.
18. Schwab, J. (1964). “Structure of the Disciplines.” In The Structure of Knowledge and the Curriculum, edited by G.W. Ford and L. Pugno, pp. 6-30. Chicago: Rand McNally.
19. Shulman, L. (1998). “Course Anatomy: The Dissection and Analysis of Knowledge Through Teaching.” In The Course Portfolio: How Faculty Can Examine Their Teaching to Advance Practice and Improve Student Learning, edited by P. Hutchings, pp. 5-12. Washington, DC: American Association for Higher Education.