Collaborating for Change: Utilizing Cross-Institutional Partnerships to Advance the Scholarship of Teaching at Primarily Undergraduate Institutions.

Saved in:

Bibliographic Details
Title:	Collaborating for Change: Utilizing Cross-Institutional Partnerships to Advance the Scholarship of Teaching at Primarily Undergraduate Institutions.
Authors:	Donnelli, Emily¹ emilyd@park.edu, Dailey-Hebert, Amber¹ adailey@park.edu, Mandernach, B. Jean¹ jmandernach@park.edu
Source:	Transformative Dialogues: Teaching & Learning Journal. Jul2010, Vol. 4 Issue 1, p1-12. 12p.
Subject Terms:	Scholarly method, University faculty, Learned institutions & societies, Training of college teachers, Teacher development, Teaching methods, Private schools, Learning, *Teaching
Abstract:	Because the teaching-research-service triad of faculty responsibilities at Primarily Undergraduate Institutions (PUIs) is weighted toward teaching, faculty development initiatives at these institutions may anticipate early—and easy—adoption of the scholarship of teaching and learning (SoTL). Indeed, our experience sharing SoTL programming and resources with faculty at Park University confirmed that the culture of teaching often in place at PUIs can prove fertile soil for SoTL programming. However, we also discovered the challenges that can arise when moving from a culture of teaching to a culture of the scholarship of teaching. Our institutional story of membership in the Carnegie Academy for the Scholarship of Teaching and Learning reinforces the value of devising multiple avenues to integrate SoTL into a teaching-focused institutional culture, and the necessity of cross-institutional partnerships to stimulate greater perspective on and participation in teaching as a scholarly endeavor. [ABSTRACT FROM AUTHOR]
	Copyright of Transformative Dialogues: Teaching & Learning Journal is the property of Penn State University Libraries and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	Because the teaching-research-service triad of faculty responsibilities at Primarily Undergraduate Institutions (PUIs) is weighted toward teaching, faculty development initiatives at these institutions may anticipate early—and easy—adoption of the scholarship of teaching and learning (SoTL). Indeed, our experience sharing SoTL programming and resources with faculty at Park University confirmed that the culture of teaching often in place at PUIs can prove fertile soil for SoTL programming. However, we also discovered the challenges that can arise when moving from a culture of teaching to a culture of the scholarship of teaching. Our institutional story of membership in the Carnegie Academy for the Scholarship of Teaching and Learning reinforces the value of devising multiple avenues to integrate SoTL into a teaching-focused institutional culture, and the necessity of cross-institutional partnerships to stimulate greater perspective on and participation in teaching as a scholarly endeavor. [ABSTRACT FROM AUTHOR]
ISSN:	19180853
DOI:	10.59236/td2010vol4iss11119