Results from a nationwide studyof teaching awards programs in mathematics departments of u.s. research universities show that onlya smallpercentage even offers such awards. Those that do either use ad hocprocedures and criteria for makingawards or prioritize curricular contributions over instructional andpedagogical knowledge in selecting award winners. In addition, mathematics faculty reserve the termscholarship for research in thediscipline rather than research on teaching ofthediscipline.We're a research university, and the first thing we look at [when hiring] is the scholarship.It's good and bad to win the award. [It is] good in that you won the award and receive recognition for good teaching; bad in that you have to chair the committee the next year. (Badran, 2004, p. 50) These quotes from faculty participants of a nationwide study (Badran, 2004) encapsulate how mathematics faculty at American research universities perceive winning a teaching award and how much they value the scholarship of teaching, a concept first coined by Boyer (1990) and later expanded on by others (Cross
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.