DISCIPLINARY TEL TEACHING COMMUNITIES
Tuesday, April 27, 2004
101 Walter Library, Twin Cities
Digital Media Center, Twin Cities campus
María Emilce López
Department of Spanish and Portuguese Studies, Twin Cities campus
School of Nursing, Twin Cities campus
Division of Health Services Research and Policy, Twin Cities campus
Department of Clinical and Population Sciences, Twin Cities campus
In 1990 Ernest L. Boyer, president of the Carnegie Foundation for the Advancement of Teaching, published his groundbreaking work, Scholarship Reconsidered: Priorities of the Professoriate, in which he redefined the work of faculty members in a way that reflected more realistically the range of scholarly activities required by academic and civic mandates. He went beyond the common "scholarship of teaching vs. research" argument and broadened the term "scholarship" to include the scholarship of discovery, integration, application, and teaching. Since then there has been much debate about defining and assessing the scholarship of teaching. Three common questions that have been asked include the following:
- What do teachers need to do to take the scholarship of teaching seriously?
- How can we assess the scholarship of teaching?
- How is the scholarship of teaching viewed similarly and differently by faculty members in various disciplines?
More recently, scholars are asking how the integration of multimedia and Internet technologies have influenced the way we think about the scholarship of teaching.
At the seminar, the current Digital Media Center faculty fellows will address questions such as:
- How do disciplinary research norms influence the methods used to evaluate and assess teaching and learning and the acceptance of research in pedagogy? In other words, what would be valued as 'scholarly activity' when researching teaching and learning?
- What trends, (e.g., student demographics) have changed the conversations about the scholarship of teaching and learning in your disciplines?
- What instructional practices used in your disciplines can give us special insight into teaching, improve teaching practices, or be adapted by teachers outside of your disciplines?
- Researchers, such as Light (2001), indicate that senior undergraduates value interdisciplinary courses, or at least understanding how courses in their disciplines fit in a broader context. Is this happening in your disciplines?
- What does it mean to be a "good teacher" in your disciplines? Is a teacher who excels in the scholarship of teaching necessarily a "good teacher"? What rubrics exist in your department for assessing the scholarship of teaching?
In preparation, check out http://dmc.umn.edu/spotlight/teaching-communities.shtml . It includes a bibliography of related research materials and information about campus resources that can help you explore issues related to disciplinary TEL teaching communities. A few weeks after the seminar, we will add a summary of the seminar and any additional citations to resources highlighted during the session.
The TEL Seminar Series is sponsored by the Office of Information Technology (OIT) and organized by Academic and Distributed Computing Services (ADCS) and the Digital Media Center (DMC). Sessions are cosponsored by the Office of the Executive Vice President and Provost (EVPP) and collegiate units. All University faculty members, staff members, students, and members of the general public are invited to attend at no charge.