Date: Wed, 25 Oct 1995 08:14:01 -0500 From: "P.C. Wankat" Subject: Legg and Freilich paper It seems very odd to me that the scholarship of teaching does not include a component of classroom (or lab or other) teaching. One could be promoted or receive salary increases for the scholarship of teaching and either be a lousy teacher or not be involved in actual teaching at all. I know of cases where one or both of these has occurred. Why not require that the scholarship of teaching be involved with the actual teaching of students. The scholarship of teaching could then be evaluated by both peer review (of the papers, software and so forth) and student evaluations of the teaching. Plus, if we can figure out how to do it, we can evaluate student learning. This combination would make the evaluation of the scholarship of teaching much more rigorous than the current evaluation of research. Phil Wankat ------------------------------ Date: Wed, 25 Oct 1995 12:11:02 -0500 From: Pat Schroeder Subject: An Historical Note Thomas Hope (1766-1844) was the successor to Joseph Black at Edinburgh University. In "The Playfair Collection and the Teaching of Chemistry at the University of Edinburgh 1713-1858" published by The Royal Scottish Museum (Edinburgh, 1978) is this quote. "There is evidence that Hope was rather embarrassed at his poor record of research and publication. Certainly his colleague Traill was critical of this aspect of his work when in Hope's obituary he remarked "It is true that it is the paramount duty of one appointed to teach a science to make that his principal object; but this, I humbly conceive, is quite consistent with the most extensive original research". Hope excused his unproductiveness in a remarkable written apologia which came into traill's possession: [quoting Hope's note} "Those who devote themselves to the science of chemistry, may be divided into two classes - 1st, Those whose labours are employed in original researches, to extend our knowledge of the facts and principles of the science. 2dly, Of those whose business it is, from university or other appointments, to collect the knowledge into lectures, to contrive appropriate and illustrative experiments, and devise suitable apparatus for the purpose of communicating a knowledge of chemistry to the rising generation, or others who may desire to obtain it. From my professional situation, I consider myself, as Dr. BLACK had done before, as belonging to the second class of chemists. I consider my vocation to be the teaching the science." It looks like our teaching and/or/versus research discussion has been going on for a long time. *************************************************************************** Pat Schroeder pschroed@jcccnet.johnco.cc.ks.us ------------------------------ Date: Wed, 25 Oct 1995 13:19:25 -0500 From: "Dr. Jose Lage" Subject: Re: COPY OF PAPERS I have tried to connect to... > > The conference Web page at: > > http://www.inform.umd.edu:8080/EdRes/Faculty_Resources_and_Support/ > ChemConference/FacultyRewards/home.html > but got 'connection refused by host' several times! I would appreciate it if someone could send me copies of the papers (I deleted them by mistake!). Thanks! -- Jose' L. Lage ph.(214) 768-4172 J. L. Embrey Assistant Professor fax(214) 768-1473 Mechanical Engineering Department email: JLL@SEAS.SMU.EDU Southern Methodist University www: http://www.seas.smu.edu/~jll 3160 SMU Blvd. Dallas, TX 75275-0337 ------------------------------ Date: Wed, 25 Oct 1995 15:06:46 -0600 From: "M. B. Freilich" Subject: Re: COPY OF PAPERS In response to the following, I have tried to forward copies of the four papers to Professor Lage. Professor, if they arrive safely, let us know so we don't open the flood gates!! >I have tried to connect to... >> >> The conference Web page at: >> >> http://www.inform.umd.edu:8080/EdRes/Faculty_Resources_and_Support/ >> ChemConference/FacultyRewards/home.html >> >but got 'connection refused by host' several times! > >I would appreciate it if someone could send me copies of the papers (I deleted >them by mistake!). Thanks! > >-- >Jose' L. Lage ph.(214) 768-4172 >J. L. Embrey Assistant Professor fax(214) 768-1473 > >Mechanical Engineering Department email: JLL@SEAS.SMU.EDU >Southern Methodist University www: http://www.seas.smu.edu/~jll >3160 SMU Blvd. >Dallas, TX 75275-0337 "I am become binary, communicator among worlds." [To paraphrase Dr. Oppenheimer.] Mark B. Freilich, Ph.D. Off. Ph. (901) 678 4445 Department of Chemistry Off. Fax (901) 678 3447 The University of Memphis freilichm@cc.memphis.edu Memphis, TN 38152-0001 ------------------------------ Date: Wed, 25 Oct 1995 17:45:04 -0800 From: "Arlene A. Russell" Subject: Re: Doyle paper "Scholarship Reconsidered" - Inherent Dangers in its Applications The screen was relatively quiet for Paper 3. Did this mean there was substantial agreement with what was being said, or was it because you were tired of responding after the first two papers? Dr. Morine of Bemidji State caught the point of my paper in addressing the issue of collaboration that is home-based. In the 1980's several foundations provided programs aimed to help faculty at small institutions with limited resources to achieve scientific advancement by offering them opportunities to work at a "host" institution. This may help the individual, but it did little to advance the sciences at the "home" institution other than to stimulate the faculty member. When you think of small institution, you shouldn't think of limitations; rather, there are advantages that come from being small in operating some research problems. Doris Kimbrough reinforced our belief that "research is education", especially as applied to interactions with undergraduate students. However, let's not be led to the trap that research with graduate students or postdoctoral associates is not education. It is, and one hopes that in all interactions - with undergraduates and graduates - research will be productive and provide scientific discovery. Gail Meyer described the advantages of this philosophy, and I share this enthusiasm. (I agree that a dual ranking in C & E News for the CPT lists of graduates is worthy of study. How about a ranking of number of graduates in chemistry per 1000 students?) John Woolcock challenged my comment regarding "innovation in the classroom". After an initial sentence that I likened to name calling, he asks about the comparative innovation of microscale chemistry relative to the discovery of fullerenes, and he prefers the former to the latter in terms of student learning. I would argue that the comparison is invalid and would even challenge him to survey employers regarding their impression of microscale chemistry as preparation for understanding chemistry and chemical compounds. Finally, I agree with Brenda Mokijewski wholeheartedly. Good science education does provide students with the opportunity to engage in research. Without it we are doomed to repeat only the discoveries of the past. Michael P. Doyle Department of Chemistry Trinity University San Antonio, Texas MDoyle@Trinity.edu ------------------------------