Abstract
The purpose of the conference session upon which this paper is based was to challenge the notion that evidence of scholarship must be limited to publication in a peer-reviewed journal, and to open the doors for creative thinking about what might constitute evidence of scholarship of teaching and learning. Existing theory around defining scholarship (Boyer, 1990; Glassick, Huber, & Maeroff, 1997; Sorcinelli, 2002) can provide a justification for alternatives, but how can scholarship expressed through teaching or other creative performance be demonstrated? Scholarship of Teaching and Learning (SoTL) scholars in particular may face challenges in documenting their scholarship so promotion and tenure committees can understand its worth.My intent was not to negate the importance of peer-reviewed publications, but to parallel them with other forms of scholarly dissemination that I argue might in some cases have more impact on advancing the field. I also maintain that any understandings of scholarship are both individual and contextual (Baxter Magolda, 1999). The purpose of this summary therefore is not to promote a common definition but rather to challenge the traditional boundaries of understanding. Engagement in scholarship suggests an exchange of ideas, and it is my hope that this article may serve as a starting point for future discussion.
Highlights
My intent was not to negate the importance of peer-reviewed publications, but to parallel them with other forms of scholarly dissemination that I argue might in some cases have more impact on advancing the field
It is my hope that this article will prompt further discussions that might lead to communities of congruence going public, and to a renewal of institutional reward structures
In order to see how these definitions were being applied in Canadian academic settings, I turned to statements from Canadian universities regarding the definition of scholarship
Summary
The purpose of the conference session upon which this paper is based was to challenge the notion that evidence of scholarship must be limited to publication in a peer-reviewed journal, and to open the doors for creative thinking about what might constitute evidence of scholarship of teaching and learning. I maintain that any understandings of scholarship are both individual and contextual (Baxter Magolda, 1999). The purpose of this summary is not to promote a common definition but rather to challenge the traditional boundaries of understanding. Collected Essays on Learning and Teaching academics to reassess what form their scholarship takes, and to determine a personally relevant definition. It is my hope that this article will prompt further discussions that might lead to communities of congruence going public, and to a renewal of institutional reward structures
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