For more than 20 years there have been growing and widely expressed concerns that teaching is not sufficiently rewarded and recognized in universities, particularly in comparison to research. Individuals, institutions and governments have each responded in different ways to promote changes in institutional systems and practices. Two of the major initiatives to raise the status of teaching have been the Scholarship of Teaching and Learning and Teaching Quality movements. These share similar goals and many concepts, but began with a different impetus. This paper reviews initiatives to increase the status of teaching through better recognition and reward of teaching in universities. Current practices and evidence of change are reviewed. The paper concludes that while there has been significant progress made to date, the ultimate symbols of recognition and reward – promotion and tenure – are proving to be elusive but not unattainable for those who focus on the Scholarship of Teaching.

Progress and challenges to the recognition and reward of the Scholarship of Teaching in higher education

The politics of 'branding' in policy transfer: the case of DOTS for tuberculosis control.

Drawing on interviews with Dan Bernstein (psychology, University of Nebraska), Brian Coppola (chemistry, University of Michigan), Sheri Sheppard (mechanical engineering, Stanford University), Randy Bass (American literature, Georgetown University), and colleagues within and outside their institutions and fields, the author looks at the routes these pathfinders have traveled through the scholarship of teaching and learning and at the consequences that this unusual work has had for the advancement of their careers, especially tenure and promotion.

Balancing Acts: The Scholarship of Teaching and Learning in Academic

The rhetoric of sector-wide approaches for health development

https://www.annemergmed.com/article/S0196-0644(05)02046-9/pdf

Gifts to Physicians from the Pharmaceutical Industry: An Ethical Analysis

The introduction of a statewide electronic resources collection and its impact on one institution's serial use study is examined. The Hunter Library at Western Carolina University embarked on a serials-use study at the same time that North Carolina introduced a new statewide collection of electronic resources (NCLive) including many full-text serials. This session gave an overview of the serials collection development cycle at WCU, the impact that NCLive will have on that process, and how data is collected, managed, and analyzed for serials collection development.

Looking a Gift Horse in the Mouth: Collection Management Following a Statewide Purchase of Electronic Resources

This paper presents the results of one regional comprehensive institution’s efforts to implement an infrastructure that provides both recognition and reward for research into the scholarship of teaching and learning (SOTL). The authors offer an intensive analysis of Western Carolina University’s experiences with adopting the Boyer model of scholarship through the transformation of its tenure and promotion documents. The changes wrought at WCU suggest a path that may be particularly instructive to similar institutions that may be contemplating the use of a more expansive definition of scholarship into their institutional culture.

Recognition and Reward: SOTL and the Tenure Process at a Regional Comprehensive University

This article reports on an examination of the distinctive second-generation challenges and opportunities faced by an early institutional adopter of the Boyer model of scholarship. Following the first cohort of faculty to be reviewed for tenure and promotion based on these criteria, we report the results of a survey designed to determine the perceptions of faculty and administrators of the degree to which emerging forms of scholarship had been integrated into the university culture including factors such as institutional identity, support structures, and faculty participation. This case study sheds light on the process of adaptation at this single institution and provides glimpses of how cultural change might occur across higher education.

Boyer in the Middle: Second Generation Challenges to Emerging Scholarship

How to Successfully Survive a Mandated Project.

Peer review is by no means a routine process for traditional, or basic, research. Even so, peer review is even less routinized for other forms of scholarship. In 1990, Ernest Boyer called for a reconsideration of scholarship and extended the definition to be inclusive of non-traditional modes of scholarly production and delivery. However, peer review processes for non-traditional scholarship modes have proven difficult to assess and implement. An examination of promotion and tenure documents at a regional comprehensive university reveals the various strategies departments use to provide peer review for work faculty consider to be non-traditional. The study found five models for peer review of non-traditional scholarship that have implications for other institutions seeking to recognize and reward non-traditional scholarship.

/pdf/bound-by-tradition-peer-review-and-new-scholarship-an-3b7p3c6yoe.pdf

Jill Ellern

Papers

Looking a Gift Horse in the Mouth: Collection Management Following a Statewide Purchase of Electronic Resources

Recognition and Reward: SOTL and the Tenure Process at a Regional Comprehensive University

Boyer in the Middle: Second Generation Challenges to Emerging Scholarship

How to Successfully Survive a Mandated Project.

Bound by Tradition? Peer Review and New Scholarship: An Institutional Case Study.