Abstract
I think my ideas differ somewhat from the general drift of talk about SOTL in that I think a great many things other than having an article accepted in a journal constitute “publication” when it comes to scholarly activity with regard to teaching and my talk aims to have faculty first and foremost make deliberate, honest reflection on the investigation of their teaching and themselves as teachers and the fruit of those reflections part of their active lives as faculty members -- i.e. scholar/ teachers. What follows that should be turned both inward and outward; that is to say, the reflections should be aimed at continuously improved understanding and improvement of one’s own practice as a teacher (inward) and toward whatever in those reflections seems useful and of value to one’s colleagues. How, when, and where, by what means to share the fruits of those reflections are important decisions that may lie outside journal publication, but be just as, if not more useful to one’s colleagues, one’s intended audience. Those decisions about “publication” should not be foregone conclusions, but an integral part of the reflections.
Recommended Citation
Rhem, James, "Thinking, Writing, and Publishing about Teaching" (2015). SoTL Commons Conference. 167.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/167
Thinking, Writing, and Publishing about Teaching
I think my ideas differ somewhat from the general drift of talk about SOTL in that I think a great many things other than having an article accepted in a journal constitute “publication” when it comes to scholarly activity with regard to teaching and my talk aims to have faculty first and foremost make deliberate, honest reflection on the investigation of their teaching and themselves as teachers and the fruit of those reflections part of their active lives as faculty members -- i.e. scholar/ teachers. What follows that should be turned both inward and outward; that is to say, the reflections should be aimed at continuously improved understanding and improvement of one’s own practice as a teacher (inward) and toward whatever in those reflections seems useful and of value to one’s colleagues. How, when, and where, by what means to share the fruits of those reflections are important decisions that may lie outside journal publication, but be just as, if not more useful to one’s colleagues, one’s intended audience. Those decisions about “publication” should not be foregone conclusions, but an integral part of the reflections.
