Changing our Brains and Our Traditional View of Scholarship and Teaching
Abstract
This presentation will illustrate a project in which a university's formal recognition of Boyer's multiple domains of scholarship within faculty evaluation standards influenced a select group of colleagues within academic unit of diverse subdisciplines. The combination of a faculty book discussion group focusing on James' Zull's book, The art of changing the brain , a newly approved faculty contract recognizing Boyer's multiple domains, and a genuine commitment to the academic mission of the unit from a disciplinary diverse group of colleagues, resulted in a transformation in attitudes toward scholarship and teaching. Scholarship of teaching and learning was viewed as the key element leading to the formation of a team approach to a scholarship of teaching and learning project within a group that had traditionally pursued research separate from instruction, and individually rather than collectively. The genesis, process and future of this transformation will be presented.
Location
Concourse
Recommended Citation
Hautala, Robert and Caster, Brian, "Changing our Brains and Our Traditional View of Scholarship and Teaching " (2009). SoTL Commons Conference. 82.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2009/82
Changing our Brains and Our Traditional View of Scholarship and Teaching
Concourse
This presentation will illustrate a project in which a university's formal recognition of Boyer's multiple domains of scholarship within faculty evaluation standards influenced a select group of colleagues within academic unit of diverse subdisciplines. The combination of a faculty book discussion group focusing on James' Zull's book, The art of changing the brain , a newly approved faculty contract recognizing Boyer's multiple domains, and a genuine commitment to the academic mission of the unit from a disciplinary diverse group of colleagues, resulted in a transformation in attitudes toward scholarship and teaching. Scholarship of teaching and learning was viewed as the key element leading to the formation of a team approach to a scholarship of teaching and learning project within a group that had traditionally pursued research separate from instruction, and individually rather than collectively. The genesis, process and future of this transformation will be presented.
