Encouraging and evaluating scholarship for the college teacher

Abstract

Scholarly work, the best wuyfor college teachers to keep vitalized, can be assessed as effectively as truditionul research activities.Resehch should not be the single standard to which all activities outside the classroom relate. Scorch might be offered as a word which embraces more of the kinds of discoveries to be expected of higher learning.-Eble, 1972.

A Useable, Trans-Disciplinary Conception of Scholarship

“…Scholarly teaching offers itself as a powerful remedy for this pathology (Lacey, 1990). A teacher ® nds a fresh way of looking at even familiar subject matter.…”

Reflections on scholarship from the liberal arts academy.

“…In much of higher education, the notion that scholarship equals published research no longer holds sway. Increasingly, the academy is coming to question publication lists as an indicator of scholarship and to value other activities that enhance faculty members' professional development and competence (Lacey, 1990). Moreover, academicians are perceiving that much research published in proliferating lower quality journals has minimal impact.…”

Putting the Teaching Portfolio in Context

“…Departmental implementation of teaching portfolios, particularly with an emphasis on collegial consultations, will defmitely require investments in time and commitment that translate into dollars. As Lacey (1990) notes: "Collegiality is costly" (p. 99). But because teaching portfolios can be integrated into current evaluation processes without major disruptions (Seldin, 1990, p. 21), such investments can be accomplished by shifting priorities within a department.…”