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Scholarship of Teaching and Learning: Promoting Publication or Encouraging Engagement?
Abstract
Ernest Boyer's (1990, 1996) writings attempted to reposition teaching as a legitimate and prioritized activity within the academy. He recognized teaching as having the same value as traditional research, presenting it as an endeavor with its own distinctive scholarship; however, in reality, teaching is quite different from research. This chapter provides a background for Boyer's reconsideration and considers the history of an emerging Scholarship of Teaching and Learning (SoTL). In particular, it focuses on the double-edged sword presented by the requirement of publishing in SoTL. Publishing can either be orientated inwards, disseminating new knowledge in ways that consolidated the discipline's status, or orientated outwards, directed towards those concerned with improving the efficacy of their teaching. The chapter looks at the publication requirement, its impact on the vision and mission of SoTL, and the degree to which it has repositioned and reprioritized teaching in the academy. It provides suggestions on ways of furthering SoTL's impact and on new directions for research, practice, and publication.
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