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ERIC Number: EJ890101
Record Type: Journal
Publication Date: 2005-Oct
Pages: 3
Abstractor: ERIC
Reference Count: 7
ISSN: ISSN-0092-055X
SoTLl, SHE, and the Evidence of an Incomplete Paradigm Shift. A Response to "The Scholarship of Teaching and Learning--Done by Sociologists: Let's Make that the Sociology of Higher Education"
Kain, Edward L.
Teaching Sociology, v33 n4 p419-421 Oct 2005
This article presents the author's response to the article "The Scholarship of Teaching and Learning--Done By Sociologists: Let's Make That the Sociology of Higher Education" by Chad Hanson. In this response to Hanson's call for a sociology of higher education (SHE), the author will focus upon two things. First, he will review an idea that kept recurring as he participated in that workshop, that their discussions of the scholarship of teaching and learning (SOTL) are strongly shaped by the fact that they continue to be in the midst of a paradigm shift within higher education. Second, he will suggest that there may be good reasons to continue to conceptualize SOTL as separate from, but closely related to, a sociology of higher education. Hanson suggests that the scholarship of teaching and learning is "part of a broad assessment movement." In addition, clearly the insights from research on teaching and learning should be applied to the study of assessment and the assessment movement. Nonetheless, the author argues that the two are distinct. He stresses that he is certainly drawn to the argument that their analyses within SOTL need to use the sociological imagination and will benefit from linkages to larger social structures.
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Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A