"In the end, our goal must not be only to prepare studentsfor careers, but also to enable them to live with dignity and purpose; not onlyto give knowledge to the student, but also to channel knowledge to humane ends.Educating a new generation of Americans to their full potential is still ourmost compelling obligation."
- Ernest Boyer, President, Carnegie Foundation for the Advancement of Teaching, 1979 – 1995
In his groundbreaking monograph, Scholarship Reconsidered: Priorities of the Professoriate (1990),Ernest Boyer argues for a broadening of the traditional view of acceptable forms ofscholarship (discovery, integration, and application) to include teaching as avalid category of intellectual work. If good teaching is characterized by alively and focused exchange, and scholarly teaching by mastery of thedisciplinary field and advances in pedagogy, the scholarship of teachingencompasses both practice and mastery, which in turn generate questions forinquiry and the creation of new knowledge:
As ascholarly enterprise, teaching begins with what the teacher knows. Those whoteach must be well-informed and steeped in the knowledge of their fields.Teaching is also a dynamic endeavor which must bring students actively into theeducational process.
Further,teaching, at its best, means not only transmitting knowledge, but transformingand extending it as well. In the end, inspired teaching keeps scholarship aliveand inspired scholarship keeps teaching alive. Without the teaching function,the continuity of knowledge will be broken and the store of human knowledgediminished.
Stimulating debate across theprofessoriate, Boyer’s call to rethink faculty priorities and the meaning ofscholarship was continued by Lee Shulman, his successor as Carnegie Foundation for the Advancement of Teaching (CFAT) president(1999-2008). Like Boyer, Shulman valued the moral and civic dimensions ofeducation, and stressed those aspects of scholarship that remove teaching,however good or scholarly, from “pedagogical solitude” to public presentationsof the “full act of teaching.” Intended for critical review by a community of peers, faculty "frame and systematically investigatequestions related to student learning – the conditions under which they occur,what it looks like, how to deepen it, and so forth – with an eye not only toimproving their own classroom but to advancing practice beyond it.”
Presenting itself as “community property,” the scholarship of teaching and learning is an “enactment” of our understanding of our disciplines, of what thinking like an historian or photographer might look like. Systematic investigation of disciplinary practice requires evidence of its effectiveness; the SoTL teacher who designs a specific intervention will also want to share its outcomes and the degree to which it enhances learning. Forms of evidence are varied and may include assignment and course grades, portfolios, interviews, focusgroups, case studies, etc.
At LaGuardia’sCenter for Teaching and Learning, inquiry into effective classroom pedagogy isa practice common to all seminars as is the commitment to making investigationsinto teaching and learning public and open to critical review. More formal research projects are undertaken in:
The Center’s work with the Scholarship of Teaching and Learning has been informed by partnerships including previous affiliations with the Integrative Learning Project (sponsored by the Association of American Colleges and Universities), the Visible Knowledge Project (co-led by LaGuardia and Georgetown University) and, more recently, the Carnegie Scholars Program Academy for theScholarship of Teaching and Learning (CASTL).
LaGuardia's Carnegie Seminar on the Scholarship of Teaching and Learning