Date: Tue, 24 Oct 1995 08:10:58 PDT From: Michael Pavelich Subject: Discuss the Legg/Freilich paper Good Morning once again. We did have another nice sunrise in Colorado, but that was an hour ago. With this message we invite discussion of the paper INTEGRATION OF THE SCHOLARSHIP OF TEACHING INTO FACULTY ROLES AND REWARDS: IMPLEMENTING A TASK FORCE RECOMMENDATION by J. Ivan Legg and Mark B. Freilich of the University of Memphis The folks at Memphis have begun to tackle the reconsidering of scholarship. Let us now discuss their recommendations. At the end of the paper are listed their definitions and key points about teaching and scholarship. Do you agree with them? Are these too restrictive? Is being restrictive politically wise at this time? Another question: is this task force approach the better way to effect change? are there other ways? Please contribute your thoughts. Arlene Russell -- UCLA Michael Pavelich -- CSM ------------------------------ Date: Tue, 24 Oct 1995 09:12:26 -0500 From: CHEMISTRY Subject: Re: Access to text of Papers. Recently this message appeared on this list: < I do not have web access at my institution. Is there some other way to < download papers presented before October 22, 1995 so I can read and make < pertinent analyses of these other papers? < Brenda Mokijewski If one does not have the high speed connections (through Ethernet, etc) needed to use a www web browser, such as Netscape or Mosaic, one can still visit web sites, but will see only the text there, and not the graphics, etc. One can do this through the use of LYNX. You may have a LYNX connection on your computernow and not be aware of it. Type LYNX to the system prompt andsee if anything happens. If you are connected, simply type G (for GO) and then the address (the URL) of the site you wish to visit. Regardless of whether you have LYNX on your local computer or not, you can telnet to a public lynx site and GO from there. Some addresses to try (via telnet) are: ukanaix.cc.ukans.edu fatty.law.cornell.edu info.funet.fi www.njit.edu At each site, one can use the login term www Many books have a cern address in Europe which is no longer functioning. These addresses worked the last time I tried them, but that may have changed. A good article on LYNX, explaining the commands, etc, is in the magazine ONLINE, which is in many libraries since it has articles of interest to librarians. "Lynx to the World Wide Web" by Greg Notess, ONLINE, July, 1994, pp. 78-82. Cheers, Jerry Morine, Chemistry, Bemidji State University, gmchem@vax1.bemidji.msus.edu (To subscribe to the email list chemlab-l-digest, send the message subscribe chemlab-l-digest Your Name to listserv@beaver.bemidji.msus.edu ------------------------------ Date: Tue, 24 Oct 1995 10:25:25 -0600 From: Charles Sundin 608-342-1651 Subject: Re: National Conference on College Teaching - Web Site With the information Kevin supplied, I did a Net search and did indeed find a brief Web page for the National Conference on College Teaching. It is: http://www1.fccj.cc.fl.us/Special/TeachLearn/index.html Charles Sundin University of Wisconsin-Platteville http://www.ems.uwplatt.edu/sci/chem/fac/sundin/sundin.htm >At the request of a few of the members of the Chemconf conference, >I've looked up more information about the > National Conference on College Teaching and Learning > March 20--23 1996 > Marina Hotel, Jacksonville Florida > >The conference is run by the Center for the Advancement of Teaching >and Learning at Florida Community College ------------------------------ Date: Tue, 24 Oct 1995 10:48:34 -0500 From: "Kathleen A. Davis" Subject: Re: Doyle paper t Are you familiar with the Journal of College Science Teaching ? ------------------------------ Date: Tue, 24 Oct 1995 12:23:00 EDT From: to2 Subject: Re: Discussion archives now available on Web page > I do not have web access at my institution. Is there some other way to > download papers presented before October 22, 1995 so I can read and make > pertinent analyses of these other papers? Yes, you may access them by telnet, gopher, or FTP to inform.umd.edu, path: /EdRes/Faculty_Resources_and_Support//ChemConference/ FacultyRewards/ The daily discussion archives are in the files named Archive1.txt, Archive2.txt, etc, for day 1, 2 etc. These are all plain ASCII text files. Tom ------------------------------------------------------------------------- Tom O'Haver Professor of Analytical Chemistry University of Maryland Department of Chemistry and Biochemistry College Park, MD 20742 Maryland Collaborative for Teacher Preparation (301) 405-1831 to2@umail.umd.edu FAX: (301) 314-9121 http://www.wam.umd.edu/~toh/toh.html ------------------------------ Date: Tue, 24 Oct 1995 10:27:52 -0800 From: "Arlene A. Russell" Subject: Re: National Conference on College Teaching - Web Site I attended this conference in 1994. It was excellent. Arlene Russell Department of Chemistry and Biochemistry UCLA Los Angeles, CA 90095-1569 >With the information Kevin supplied, I did a Net search and did >indeed find a brief Web page for the National Conference on College >Teaching. It is: > >http://www1.fccj.cc.fl.us/Special/TeachLearn/index.html > >Charles Sundin >University of Wisconsin-Platteville >http://www.ems.uwplatt.edu/sci/chem/fac/sundin/sundin.htm > >>At the request of a few of the members of the Chemconf conference, >>I've looked up more information about the >> National Conference on College Teaching and Learning >> March 20--23 1996 >> Marina Hotel, Jacksonville Florida >> >>The conference is run by the Center for the Advancement of Teaching >>and Learning at Florida Community College ------------------------------ Date: Tue, 24 Oct 1995 13:50:31 MDT From: Reed Howald Subject: Re: Paper #4 : J. Ivan Legg >Teaching: The scholarship of teaching focuses on transforming and >extending knowledge about pedagogy. Examples would include writing an >appropriate textbook or educational article in one's discipline. >Innovative contributions to teaching, insofar as they are published or >presented in a peer-reviewed forum, would also constitute scholarship of >teaching. > Key Points >(2) The "scholarship of teaching" is not equivalent to teaching. >Classroom teaching and staying current in one's field are not relevant >criteria for evaluating faculty on the "scholarship of teaching." These points in an attempt to establish a way for universities to reward "scholarship of teaching" in a way parallel to "scholarship of research" are intellectually defensible, but are way off the mark if the aim is either to improve teaching or to improve the public image of the institution or the profession. Publication of scientific research increases the useable body of knowledge and scholarship in the humanities provides artifacts that can be seen as improving the quality of life. Publication of "scholarship in teaching" is absolutely useless unless it improves measureably the teaching of the author. I know of many cases of individuals inspired by poetry, and of scientists making good use of information from papers. I have seen improvements in teaching resulting from observation of other teachers, but I haven't seen it happen as a result of reading educational journals. The few outstanding teachers I have observed in colleges of education are not the ones admired in their departments or published in their journals. My point is that unless you recognize that effective teaching and inspiring students is a relevant criterion in evaluating faculty on the "scholarship of teaching" your efforts are meaningless. Sincerely, Reed Howald Department of Chemistry and Biochemistry Montana State University Bozeman, MT 59717 "uchrh@earth.oscs.montana.edu" ------------------------------ Date: Tue, 24 Oct 1995 16:01:55 -0500 From: CHEMISTRY Subject: Thoughts on Legg/Freilich paper. The Legg paper points out the need for student evaluation of instruction. It says: < The student evaluation instrument should include a standardized < questionnaire with a substantial narrative portion to be used across < the University. Departmental sections should be added to address the < special nature of the disciplines and the mode of instruction in < different classes. This could be used to good use with students doing undergraduate research, to demonstrate the importance and value to the student of participating in student research. The Legg paper also says: < The scholarship of teaching focuses on transforming and extending < knowledge about pedagogy. Examples would include writing an < appropriate textbook or educational article in ones discipline. A reasonable response to this would be to prepare a set of lab experiments, and a bound book of instructions, based on the research topic(s) and results of previous undergraduate researchers. A set of experiments applying various techniques to a single problem provides perfectly appropriate laboratory instruction, IMO. Current lab students could do exercises based on the results of previous students. In this way, undergraduate research could proceed in concert with administratorsU demands for output in the quote scholarship of teaching end quote. Jerry Morine, Bemidji State University, gmchem@vax1.bemidji.msus.edu ------------------------------ Date: Tue, 24 Oct 1995 17:23:17 -0500 From: Joe Vitt Subject: Re: Paper #4 : J. Ivan Legg On Tue, 24 Oct 1995, Reed Howald wrote in part: > These points in an attempt to establish a way for universities to reward > "scholarship of teaching" in a way parallel to "scholarship of research" are > intellectually defensible, but are way off the mark if the aim is either to > improve teaching or to improve the public image of the institution or the > profession. Publication of scientific research increases the useable body of > knowledge and scholarship in the humanities provides artifacts that can be seen > as improving the quality of life. Publication of "scholarship in teaching" is > absolutely useless unless it improves measureably the teaching of the author. > I know of many cases of individuals inspired by poetry, and of scientists making > good use of information from papers. I have seen improvements in teaching > resulting from observation of other teachers, but I haven't seen it happen as > a result of reading educational journals. Why publish "scholarship of teaching" to improve YOURSELF as a teacher?? Couldn't you just do that in isolation (write the paper, now I've improved, who else cares?)? The point of publishing in educational journals is to share what you have learned or developed with the rest of the scientific community (which is the same for "research" journals)!!!! I, for one, am sure my teaching HAS improved by reading educational journals. The most obvious example is the labs we do in analytical chemistry, which were mostly written by adapting experiments found in the Journal of Chemical Education. I consider the chem ed literature you denounce as a great teaching resource---the collective wisdom of teachers with a lot more experience than me. I would be a fool not to try to learn from what others have done, as much as the research scientist who ignores past work and reinvents the wheel. Joe Joseph E. Vitt Voice: (605) 677-6185 Department of Chemistry Fax: (605) 677-6397 University of South Dakota E-mail: jvitt@sunflowr.usd.edu Vermillion, SD 57069 ------------------------------ Date: Tue, 24 Oct 1995 17:39:08 MDT From: Reed Howald Subject: Re: Paper #4 : J. Ivan Legg Joseph and CHEMCONF, We don't disagree, at least not much. >Why publish "scholarship of teaching" to improve YOURSELF as a teacher?? >Couldn't you just do that in isolation (write the paper, now I've >improved, who else cares?)? The point of publishing in educational >journals is to share what you have learned or developed with the rest of >the scientific community (which is the same for "research" journals)!!!! My point is that it is not worth publishing if it has not improved your own teaching. >I, for one, am sure my teaching HAS improved by reading educational >journals. The most obvious example is the labs we do in analytical >chemistry, which were mostly written by adapting experiments found in the >Journal of Chemical Education. I consider the chem ed literature you >denounce as a great teaching resource---the collective wisdom of >teachers with a lot more experience than me. I would be a fool not to >try to learn from what others have done, as much as the research scientist >who ignores past work and reinvents the wheel. I read and respect the disipline specific material like J. Chem. Ed. I value even higher a list like CHEMED-L with current discussion among teachers. If deans ever start counting contributions to education via e-mail my rating would climb astronomically, but the system proposed in Ivan Legg's paper makes it clear that this is not referreed and will not count. I maintain that publishing in referreed journals material that does not improve one's own teaching is a waste of time and ought not to count as "scholarship of teaching". I make a very great distinction between disipline specific journals and ones attempting to speak about education in general. I even count the Journal of Collect Science Teaching as discipline specific and useful. For the others, I read educational journals occasionally, and find them usually useless. The studies which do have controls are suspect because of the "placebo effect". In teaching as in medicine anything the doctor or teacher prescribes will help some students, and get improved results at least temporarily. I have yet to find an "educator" outside of science fields who understands what a double blind experiment is and why it is required to prove their points. Fortunately the results from cooperative learning (as opposed to a straight lecture approach) are so striking that a proper control group is not essential. Sincerely, Reed Howald Department of Chemistry and Biochemistry Montana State University Bozeman, MT 59717 "uchrh@earth.oscs.montana.edu" ------------------------------ Date: Tue, 24 Oct 1995 19:03:52 CDT From: Brenda Mokijewski Subject: Re: Access to text of Papers. There is an organic chemistry internet group to which I tried to subscribe out of Troy, NY and I have never received a response. Does anyone have any information on that discussion group or any other discussion groups which have arisen? Brenda Mokijewski Troy State University, Troy, AL ------------------------------