Literaturnachweis - Detailanzeige
Autor/inn/en | Walker, J. D.; Baepler, Paul; Cohen, Brad |
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Titel | The Scholarship of Teaching and Learning Paradox: Results without Rewards |
Quelle | In: College Teaching, 56 (2008) 3, S.183-190 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 8756-7555 |
Schlagwörter | Rewards; College Faculty; Scholarship; Research Universities; Teacher Researchers; Educational Research; Trust (Psychology); Interdisciplinary Approach; Teaching Methods; Classroom Techniques; Teamwork; Information Technology; Educational Innovation Reward; Belohnung; Fakultät; Scholarships; Stipendium; Forschungseinrichtung; Lehrerforschung; Bildungsforschung; Pädagogische Forschung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Informationstechnologie; Instructional innovation; Bildungsinnovation |
Abstract | The Scholarship of Teaching and Learning (SoTL) arose, in part, out of a need to rebalance the triadic mission of large academic institutions that have traditionally emphasized research over teaching and service. But how do you encourage SoTL when the faculty reward structure is weighted toward traditional research? Therein lies the SoTL paradox. The authors describe a program developed at the University of Minnesota to engage faculty in SoTL projects by relying on the nonmonetary rewards of scholarship, trust, and cross-disciplinary community. (Contains 2 figures.) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |