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ERIC Number: ED375727
Record Type: Non-Journal
Publication Date: 1994-Nov-13
Pages: 28
Abstractor: N/A
Reference Count: N/A
Uncovering Discipline-Specific Interpretations of the "Scholarship of Teaching": Peer Review and Faculty Perceptions of Scholarly Teaching. ASHE Annual Meeting Paper.
Quinlan, Kathleen M.
This study examined disciplinary differences in college teaching using data from a national study of peer review of teaching to look at values about teaching held by faculty in the contrasting disciplines of history and chemistry. Data for this study were from written exercises completed by faculty participants (14 historians and 12 chemists) and observations of discussions of discipline-specific groups of faculty. The analysis focused on each discipline's view of intellectual standards, mission, perception of students and their roles, and perceptions of the learning process. Comparison of the two disciplines suggested that, in both disciplines, professors were concerned with overcoming their field's bad stereotypes and the need to promote overall critical thoughtfulness about, engagement with, and ability to understand and apply the themes or principles of the discipline's body of knowledge. Both groups also showed concern for developing students' study habits. Historians, however, were committed to the liberal education of all students while chemists spoke only about teaching scientific skills and knowledge to science majors. Historians saw the students as unique individual learners whereas chemists did not address students' unique individual needs, goals, and interests but spoke of the students as a monolithic body competing among themselves along the same predetermined course. (Contains 35 references.) Better understandings of the core similarities and differences between fields may be critical of the success of integrated interdisciplinary scholarly endeavors. (JB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: William and Flora Hewlett Foundation, Palo Alto, CA.; Pew Charitable Trusts, Philadelphia, PA.
Authoring Institution: Stanford Univ., CA.