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ERIC Number: EJ817221
Record Type: Journal
Publication Date: 2008-Oct
Pages: 4
Abstractor: As Provided
Reference Count: 11
ISSN: ISSN-0098-6283
Another View: In Defense of Vigor over Rigor in Classroom Demonstrations
Dunn, Dana S.
Teaching of Psychology, v35 n4 p349-352 Oct 2008
Scholarship of teaching and learning (SoTL) demands greater empirical rigor on the part of authors and the editorial process than ever before. Although admirable and important, I worry that this increasing rigor will limit opportunities and outlets for a form of pedagogical vigor--the publication of simple, experiential, but empirically unvalidated classroom demonstrations. I explain my concerns, offer reasons why validation is not always possible, discuss possible critiques of my position, and close with suggestions and a modest plea for maintaining this alternative form of SoTL. (Contains 2 notes.)
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A