2: Investigating Indicators of the Scholarship of Teaching: Teaching Awards in Research Universities

Badran, Stacie

doi:10.1002/j.2334-4822.2008.tb00498.x

Cited by 4 publications

(4 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This reviewer searched the literature for criteria used for university teaching award schemes with little success, apart from those detailed by Halse, Deane, Hobson, and Jones (2007) pertaining to Australia's Carrick Institute for Learning and Teaching in Higher Education. Chism as cited by Badran (2008), asserts that there is little formal documentation of criteria used in university teaching awards schemes. In Chism's view, teaching awards may serve as a symbol of a focus on teaching, rather than a function of the individual reward system.…”

Section: Maureen Bellmentioning

confidence: 97%

Book reviews

Bell¹,

Bourke²,

Danaher³

et al. 2008

Higher Education Research & Development

View full text Add to dashboard Cite

2007, 282 pp., A$55.00 (hardback), As the influences of globalisation continue to force internationalisation of higher education into a market framework, it is gratifying to read a collection of chapters from the academy fighting what sometimes seems like a rearguard action to internationalise the curriculum through intercultural engagement and cultural inclusivity. Promoting transcultural awareness of teaching and learning and developing approaches for teaching and learning across cultures are the laudable aims of this collection of writings, and by bringing together research-based explorations, critical theoretical perspectives, and case studies of intercultural initiatives, the book essentially succeeds in its aims. The editors have managed a broad sweep across continents, including Europe, Australasia, Africa and North America, and touching upon Asia. The book is divided into two sections. The first section includes some thought-provoking theoretical explorations of concepts, models and practices, such as social boundaries (Ituarte & Davies), intercultural postgraduate supervision (Manathunga), dialogic/monologic constructions of culture (Collings), cross-cultural engagement (Jones & Jenkins) and Asian identities (Doherty & Singh). The second section explores some interesting program/course initiatives; in particular, virtual internships (Kristensen, Kallstrom, & Svenkerud), blended learning (Cronje), and professional development (Smith).Several of the authors draw on the work of Hofstede as a theoretical model for the exploration of cross-cultural issues. Importantly, Palfreyman's introductory chapter draws attention to reservations regarding the application of Hofstede's model, and although chapters by Cronje and by Doherty and Singh utilise the model they also note its limitations. As Cronje explains, Hofstede's work focuses on cultural differences and a static model of culture, and Doherty and Singh also deny the 'fixed, static interpretation of cultural identity' suggested by Hofstede's model (p. 126).The need for a 'more nuanced understanding of who internationally mobile students are and, more importantly, who they are in the process of becoming' is argued by Doherty and Singh (p. 131), and it is the exploration of ways to recognise the many identities of those students often labelled 'international students' or situated as the cultural 'other' -and the ways they interact with the identities of academics -that I found of interest in this book. A key to this interaction is expressed by Doherty and Singh in reference to 'international students' in that '[there] may not necessarily be any intrinsic truth about their identities that will impact on pedagogic design; rather it will more likely be a matter of who they are habitually constructed as and believed to be by those managing the internationalised Australian University' (p. 116). Cronje's insights into negotiated, self and peer, portfolio-based assessment in a course offered by South African educators in the Sudan, provide a fascinating glimpse into ...

show abstract

Section: Maureen Bellmentioning

confidence: 97%

Book reviews

Bell¹,

Bourke²,

Danaher³

et al. 2008

Higher Education Research & Development

View full text Add to dashboard Cite

show abstract

“…Depending on the discipline, responses ranged from apathetic, e.g., "simply a means for information delivery" to positive, e.g., "recognized as a form of scholarship." Similarly, other studies about the impact of programs that reward teaching identified a lack of consistency in the criteria used for promotion and tenure review at all levels [11,12,13,14]. Although the PA program review criteria provided a consistent benchmark for recognizing high quality courseware, in hindsight, faculty members who developed courseware were caught squarely in the middle of shifting perceptions about the role of technology in higher education.…”

Section: ) the Role Of Awards In Changing Work Culturementioning

confidence: 99%

Learning from the Best: How award-winning courseware has impacted engineering education

McMartin

Giersch

Tront

et al. 2014

2014 IEEE Frontiers in Education Conference (FIE) Proceedings

View full text Add to dashboard Cite

This paper describes research 1) to examine the impact of the Premier Award for Excellence in EngineeringEducation Courseware on the faculty members who developed and used award-winning courseware with their students and 2) to examine how the rewards system within higher education has changed in its valuation of innovative teaching. A case study was conducted with the faculty members who won the Premier Award from 1997 to 2012. The research team also gathered data from related populations (engineering deans and administrators; courseware end users) to provide a nuanced perspective on successful dissemination methods for courseware and on changes in the reward and recognition system in higher education.

show abstract

“…levels as well as regionally and nationally. [1,2,4,18] This late phase of our research has been influenced by these findings and the dearth of information on rewards and awards in the literature.…”

Section: 0mentioning

confidence: 99%

Conducting Virtual Focus Groups to Identify How Rewards Have Affected the Valuation of Technology in Engineering Education

McMartin¹,

Holsted²,

Morrill³

et al.

2014 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

is the founder of Broad-based Knowledge, LLC (BbK), a consulting firm focused on assisting educators in higher education in their evaluation of the use and deployment of technology assisted teaching and learning. BbK specializes in building organizational and project level evaluation capacities and integrating evaluation into management activities. Current research projects focus on: innovations in technology, student learning and faculty roles; effective dissemination of innovative teaching practices; development of collaborative faculty workgroups and the institutionalization of educational innovations.

show abstract

2: Investigating Indicators of the Scholarship of Teaching: Teaching Awards in Research Universities

Cited by 4 publications

References 42 publications

Book reviews

Book reviews

Learning from the Best: How award-winning courseware has impacted engineering education

Conducting Virtual Focus Groups to Identify How Rewards Have Affected the Valuation of Technology in Engineering Education

Contact Info

Product

Resources

About