A new scholarship of classroom-based, open, communal inquiry
DOI:
https://doi.org/10.20343/teachlearninqu.1.1.23Keywords:
teaching-led research, disciplinary scholarship, community engagement, liberal education, open science, practitioner-scholar, BoyerAbstract
This article argues that SoTL may draw on and inform other scholarships—of discovery, application and integration—by bringing them into a classroom- and community-based scholarship of communal inquiry. In so doing, SoTL will resist teaching being regarded and evaluated as transmission and delivery of knowledge made elsewhere, reasserting the classroom as the place for the development of knowledge- and meaning-making, the site and focus of ‘teaching-led research’.
It outlines a scholarship of communal inquiry which includes students, community and academics, as well as ‘Discovery’ and Teaching and Learning scholars: a boundary-crossing community creating, evaluating and publishing disciplinary knowledge, including from open data and curriculum- and assessment-change processes.
Further, that a scholarship of inquiry that is developed in partnership with community interest groups (through scholarship of application projects), ground-ing and re-valuing the research agenda of higher institutes and professions while reimaging the curriculum, will prepare the student to become that lifelong, practitioner-scholar so needed for our future.
References
AAC&U. (2002). College learning for the new Global Century. Washington, DC: Association of American Colleges and Universities.
Anderson, L. (2006). Analytic autoethnography. Journal of Contemporary Ethnography 35(4), 373-395.
Belfiore. E., & Upchurch, A. (Eds). (forthcoming, 2013) Humanities in the twenty-first century: Beyond utility and markets. London and New York: Palgrave.
Booth, A. (2011). ‘Wide-awake learning’: Integrative learning and humanities education. Arts and Humanities in Higher Education, 10(1), 47-65.
Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
Carnegie Foundation for the Advancement of Teaching (2006). Integrative learning: Opportunities to connect.. http://www.carnegiefoundation.org/elibrary/integrativelearning
Clifford, G., & Markus, J. (1986) Writing culture: The poetics and politics of ethnography. Berkeley and Los Angeles CA: University of California Press Council for Industry and Higher Education. http://www.cihe.co.uk/category/themes/key/skills/.
Harden, R., & Stamper, N. (1999). What is a spiral curriculum? Medical Teacher, 21(2), 141-143.
Haynie, A., Chick, N. and Gurung, R.A.R. (2012). From generic to signature pedagogies: Teaching disciplinary understandings. In Chick, N., A. Haynie, & R.A.R. Gurung. (Eds.) Exploring more signature pedagogies: Approaches to teaching disciplinary habits of mind, (pp. 1-18). Sterling, VA: Stylus.
Kreber, C. (2002). Teaching excellence, teaching expertise, and the scholarship of teaching. Innovative Higher Education, 27(1), 5-23.
Lillis, T. (2001). Student writing: Access, regulation, desire. London: Routledge.
Monroe J. (2002) Writing and revising the disciplines. Ithaca NY : Cornell University Press.
Monroe J. (2003) Local knowledges, local practices: Writing in the disciplines at Cornell. Pittsburgh PA : University of Pittsburgh Press.
Pace, D. (2007). The internationalization of History teaching through the Scholarship of Teaching and Learning: Creating institutions to unite the efforts of a discipline. Arts and Humanities in Higher Education, 6(3), 329-335.
Parker, J. (2007). Future priorities of the Humanities in Europe: Working papers for the ECWorking Party. Arts and Humanities in Higher Education, 6(1), 123-127.
Parker, J. (2008). What have the Humanities to offer 21st-century Europe? Arts and Humanities in Higher Education, 7(1), 83-96.
Peters, M. (2012). Open Science economy: Creativity, collaboration & the commons. www.srhe.ac.uk/downloads/events/54_M_Peter_ppt.pptx.
Petsko, G. (2010). A Faustian bargain. http://genomebiology.com/2010/11/10/138
Shulman, L.S. (2011). The Scholarship of Teaching and Learning: A personal account and reflection. International Journal for the Scholarship of Teaching and Learning, 5(1), 1-6. http://www.georgiasouthern.edu/ijsotl.
