1. Scholarship of Teaching
Johns Hopkins University Anne Belcher

2. Boyer’s Scholarship Reconsidered
Proposed a new model of scholarship
Scholarship of discovery
Scholarship of integration
Scholarship of application
Scholarship of teaching

3. The faculty: A mosaic of talent
“ The richness of faculty talent should be celebrated, not restricted” (Boyer, p. 27).
Universal dimensions of scholarship:
All faculty should establish their credentials as researchers
All members of the faculty should stay in touch with developments in their fields and remain professionally alive
Every faculty member must be held to the highest standards of integrity
The work of the professoriate must be carefully assessed

4. Characteristics of scholars of teaching*
Are excellent teachers—share knowledge and advance knowledge of teaching and learning in the discipline in a way that can be peer-reviewed
Are expert teachers—engage in focused reflection or self-regulated learning about teaching
Know more about teaching—draw on formal and personal sources of knowledge construction about teaching (pedagogical content knowledge)
*Kreber, 2002

5. Issues surrounding the scholarship of teaching
Many universities have failed to identify the salient features; have almost universally failed to recognize teaching as a form of scholarship (Allen & Field, 2005).
Research universities present more ambiguity over institutional messages about teaching expectations and norms than do other types of institutions (Wright, 2005).

6. Scholarly teaching (as opposed to the scholarship of teaching)*
Based on practice wisdom; tends to be focused on teacher effectiveness or on effective teaching strategies (rather than on student learning)
Focus on application of educational principles to teaching; use of evidence to guide teaching; use of peer evaluation
Encompasses teacher’s contribution to design, development, maintenance and evaluation of curricula
*Allen & Field, 2005

7. Scholarship of teaching*
Is student focused, driven by desire to understand how students learn effectively and how teaching influences this process
Must be public
Must be susceptible to critical review and evaluation
Must be accessible for exchange and use by other members of one’s scholarly community
* Cohen, Barton & Fast, 2000

8. Criteria for the scholarship of teaching and sources of information*
Shared public account of teaching
Emphasis on learning outcomes and relevant teaching practices
Discipline and pedagogical knowledge and innovation
Sources of information
Self-report or teaching portfolio
Departmental annual review
*Theall & Centra, 2001

9. Exemplars of the scholarship of teaching in education*
Peer-reviewed publications
Accreditation or other comprehensive program reports
Successful application of technology to teaching and learning
Positive peer assessments of innovations in teaching
State, regional, national or international recognition as a master teacher
Published textbooks or other learning aids
Grants awarded in support of teaching and learning
Design of outcome studies or evaluation/assessment programs
Presentations related to teaching and learning
* AACN, 1999; Glanville & Houde, 2004

10. Components of teaching portfolio*
Philosophy of teaching
Course syllabi and descriptions; course materials
Descriptions of teaching innovations
Teaching evaluations by students; letters from students
Copies of manuscripts related to teaching
Abstracts of poster or paper presentations
Participation in workshop or conferences
Evaluations of teaching by colleagues
Honors related to teaching
* Glanville & Houde, 2004; Reece, Pearce, Melillo, & Beaudry, 2001; Seldin, 2004; The Silver Book, 2006.

11. References
Allen, M.N. & Field, P.A. (2005). Scholarly teaching and scholarship of teaching: Noting the difference. International Journal of Nursing Education Scholarship, 2 (1), Article 12.
American Association of Colleges of Nursing (1999). Position statement on defining scholarship for the discipline of nursing. Retrieved September 1, 2009 from
Berk, R.A., Naumann, P.L., & Appling, S.E. (2004). Beyond student ratings: Peer observation of classroom and clinical teaching. International Journal of Nursing Education Scholarship, 2 (1), Article 10.
Boyer, E. L. (1990). Scholarship reconsidered. Priorities of the professoriate. San Francisco: Jossey-Bass.
Chism, N.V.N. (2007). Peer review of teaching. A sourcebook. Bolton, MA: Anker Publishing Co., Inc.
Cohen, J., Barton, R. & Fast, A. (2000). The growth of the scholarship of teaching in doctoral programs. Journalism and Mass Communication Educator, 55, 4-13.
Emerson, R.J. & Records, K. (2008). Today’s challenge, tomorrow’s excellence: The practice of evidence-based education. Journal of Nursing Education, 47 (8),
Glanville, I. & Houde, S. (2004). The scholarship of teaching: Implications for nursing faculty. Journal of Professional Nursing, 20 (1), 7-14.
Glassick, C.E. (2000). Boyer’s expanded definition of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching. Academic Medicine, 75 (9),

12. References (continued)
Kreber, C. (2002). Teaching excellence, teaching expertise, and the scholarship of teaching. Innovative Higher Education, 27 (1), Reece, S.M., Pearce, C.W., Melillo, K.D. & Beaudry, M. (2001). The faculty portfolio: Documenting the scholarship of teaching. Journal of Professional Nursing, 17 (4), Reising, D.L. (2008). Nursing education research—how to use it to build your promotion and tenure case. Journal of Nursing Education, 47 (9), Riley, J.M., Beal, J., Levi, P., & McCausland, M.P. (2002). Revising nursing scholarship. Journal of Nursing Scholarship, Fourth Quarter, Seldin, P. (2004). The teaching portfolio. Boston, MA: Anker Publishing Co., Inc. Theall, M. & Centra, J.A. (2001). Assessing the scholarship of teaching: Valid decisions from valid evidence. New Directions for Teaching and Learning, 86, The Silver Book: Professional Development Guide for the Faculty of the Johns Hopkins University School of Medicine, Wright, m. (2005). Always at odds? Congruence in faculty beliefs about teaching at a research university. The Journal of Higher Education, 76 (3),