This section is produced by The National Teaching and Learning Forum with sponsorship and support from the Carnegie Foundation for the Advancement of Teaching. It is a theme that ties most of the projects together and a phrase that much of higher education has wrestled with since the Carnegie report, Scholarship Reconsidered , introduced it in 1990.
Most fundamental researchers have a hortatory agenda.
That's been the story of his research career. The 'scholarship of teaching' introduces this other set of norms about memory, about learning from those experiences. One can be a scholarly teacher and not engage in the scholarship of teaching. I worry about the danger of putting so much emphasis on the 'scholarship of teaching' as a form of scholarship, that I inadvertently communicate that I somehow value scholarly teaching less, and I don't mean that at all. It also points out that the road won't be easy for teachers interested in helping create this new scholarship.