1. The Scholarship of Teaching and Learning
A. Dale Whittaker
Associate Dean for Academic Programs

2. Teaching/Learning Indicators: Everyday Expectations for Everyone
Quantity
Quality
Growth
Service
Scholarship

3. Quantity
Indicator of departmental citizenship and contribution to total teaching program
Measures
courses taught, weekly contact hours, student contact hours
Graduate students advised

4. Quality Indicator of excellence Measures Peer observation of teaching
Peer evaluation of course content
Student evaluations (instructor’s effectiveness, course effectiveness)
Awards

5. Growth Indicator of deliberate improvement of teaching/learning
Measures
Attendance at teaching workshops
Professional development within discipline
Requesting peer observation
Participation in Teaching Academy Mentor program

6. Service
Indicator of your contribution to enhancing learning beyond your personal sphere
Measures
Curricula development for your professional society
Serving as a peer observer
Curricula development in department or interdisciplinary program

7. Scholarship (Handout)
Defined by Boyer (1990); Glassick, Huber, Maeroff (1997)
Excellent working definition, but to be interpreted by each academic department to determine if the activity or work falls within the priorities of the department, university, and discipline

8. But will meeting those expectations get me promoted?
If you plan to be promoted based on teaching and learning, you must demonstrate scholarship in teaching and learning.
If you plan to be promoted based on research or extension, your scholarship will probably be disciplinary.
Everyday Expectations remain the same.

9. Criteria for Scholarly Activity (7)
It requires a high level of discipline-related expertise.
It is conducted in a scholarly manner with clear goals, adequate preparation, and appropriate methodology.

10. Criteria for Scholarly Activity
The work and its results are appropriately ad effectively documented and disseminated. This reporting should include a reflective critique that addresses the significance of the work, the process that was used and what was learned.
It has significance beyond the individual context.

11. Criteria for Scholarly Activity
It breaks new ground or is innovative.
It can be replicated or elaborated on.
The work – both process and product or result – is reviewed and judged to be meritorious and significant by a panel of one’s peers.

12. Welcome to the College of Agriculture Our students are glad you are here… A. Dale Whittaker