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Short Author Bio(s)

Philip Pecorino
Queensborough Community College
The City University of New York
New York City, New York, USA
PPecorino@qcc.cuny.edu

I have a doctorate in philosophy from Fordham University and post graduate work in educational psychology at New York University. I have taught philosophy for 34 years at community colleges in the City and State of New York Universities, Queensborough CC, Nassau CC, Suffolk CC and for the CUNY Online Baccalaureate Program and Philosophy for Children in NYC classrooms (K-6). I research matters of pedagogy and instructional design and have developed extensive online materials. I have edited or authored six online textbooks. My research interests are in Applied and Professional Ethics. I am involved in research and publications concerning the profession of education: Rights, Responsibilities and Ethics.

Author's Web Site #1
Author's Web Site #2

Shannon Kincaid
Queensborough Community College
The City University of New York
New York City, New York, USA
SKincaid@qcc.cuny.edu

My academic specialization is Pragmatism and ethics. I defended my dissertation on cultural pluralism and democracy at the State University of New York at Buffalo, and I am currently researching pedagogy, applied ethics, and urban planning. I have published articles and interviews in business and environmental ethics, and I have conducted numerous seminars and classes in medical ethics. I have written several biographical entries for The Dictionary of Modern American Philosophers, an essay for Philosophy and Geography, as well as a book chapter on nationalism and democracy. In the past year, I have twice been a co-presenter at national conferences on post-secondary pedagogy. My most recent publications include a book review for the Transactions of the Charles S. Peirce Society and a forthcoming essay (with P. Pecorino) on pedagogical research for Community College Humanities Review.

Author's Web Site

Abstract

Over the last decade, there has been tremendous growth in the scholarship of teaching and learning (SOTL) in post-secondary education. Yet, apart from a few significant exceptions, there has been very little discussion of the role this scholarship is to play in the professional activities of post-secondary educators. This essay defends the claim that as professional educators, all college professors have an ethical obligation to participate in SOTL. This participation entails both active research and scholarly review. On these grounds, SOTL is not an isolated slice of scholarly research; it is a necessary condition of post-secondary education.

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