Faculty achievements in English Education should be aligned as closely as possible with the “three significant achievements” model (two of which must be publications in peer-reviewed journals) that the department has approved for tenure-eligible English faculty at the University of West Georgia. See Appendices A, B, and C: Professional Growth (http://www.westga.edu/~engdept/fr/hbk/rpd/abc_prof_growth.htm). However, such achievements should also be contextualized with some acknowledgement of the differences among academic disciplines. The definitions, examples, and illustrative evidence below offer a model for assessing these differences.
The Scholarship of Teaching and Learning
The Scholarship of Teaching and Learning is the “systematic examination of issues about student learning and instructional conditions which promote the learning (i.e., building on previous scholarship and shared concerns), which is subjected to blind review by peers who represent the judgment of the profession.”
Evidence of the Scholarship of Teaching and Learning:
- Evidence that the faculty member’s scholarship related to the schools or to the classroom is public, peer-reviewed and critiqued.
- Evidence that the faculty member’s scholarship is exchanged with other members of professional communities through presentations to the department, college, or university, presentations at professional conferences, and/or written up and published.
- Evidence that the scholarship builds upon previous scholarship and shared concerns.
- Evidence that the scholarship contributes new questions and knowledge about teaching and learning.
- Evidence that the scholarship leads to new approaches to teaching that are adopted in particular educational settings.
The Scholarship of Engagement
The scholarship of engagement in schools is characterized by the following: 1) it is to be conducted as an academic engagement with the public schools; 2) it is to involve the responsible application of knowledge, theory, and/or pedagogical models to consequential problems; 3) it should test a research question or hypothesis; 4) one must be able to use the results to improve practice and inform further questions, and 5) the resulting work should be disseminated for peer review of results.
Evidence of the Scholarship of Engagement:
- Evidence that the faculty member designs and implements a research agenda in at least one area of need recognized by the public schools.
- Evidence that the faculty member applies relevant knowledge toward resolution of the identified need.
- Evidence that the faculty member works toward a critical assessment of the impact of the engagement.
- Evidence that the work is peer-reviewed, either by professional education colleagues who are responsible for assessing the merits of the research project, through grant applications, or in high quality publications in the field.
The Scholarship of Discovery
The Scholarship of Discovery is basic research in the disciplines, including the creative work of faculty in the literary, visual, and performing arts. It is grounded in the knowledge of the academic disciplines but extends that knowledge in new ways that have educational or pedagogical significance.
Evidence of the Scholarship of Discovery:
- Evidence that the faculty member’s research is innovative (as opposed to routine) as judged by peers at the institution and elsewhere.
- Evidence that the faculty member’s research represents quality, rather than mere quantity.
- Evidence of the faculty member’s publications in high quality refereed journals and the quality and quantity of citations and reprints of her/his research publications.
- Evidence of invited seminars, presentations, lectures, and abstracts.
Glassick, C.E., M.T. Huber, and G.I. Maeroff. Scholarship Assessed: Evaluation of the Professoriate. San Francisco, CA: Jossey-Bass Publishers, 1996.
Research Universities Consortium for the Advancement of the Scholarship of Teaching and Learning. Policies and Procedures Supporting the Scholarship of Teaching and Learning in the Research University, Draft. Carnegie Consortium for the Advancement of the Scholarship of Teaching and Learning, 2005.
Shulman, Lee. “Course anatomy: The Dissection and Analysis of Knowledge Through Teaching.” In The Course Portfolio: How Faculty Can Examine Their Teaching to Advance Practice and Improve Student Learning. Ed., P. Hutchings. Washington, D.C.: American Association for Higher Education, 1998. 5-12.