An Invitation to Scholarly Teaching

Vincent Ferrer was born in Valencia on January 23, 1350 and died at Vannes (Brittany) on April 5, 1419. He grew up in a devout family, and by 1367 had joined the Order of Preachers in Valencia. As a member of the Dominican Order, Vincent Ferrer underwent extensive academic and pastoral training from 1370 to 1378 in preparation for a life of scholarly teaching and preaching. He was a teacher of logic at Lleida (1370–71), philosophy at Barcelona (1375), and he completed his formal training at Toulouse (1376–78). These academic activities reflect only one aspect of his intellectual background.

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Scholarly Teaching for All, Research for Some: On the Roles of Research and Scholarship of Education in the Disciplines

Change The Magazine of Higher Learning ◽

10.1080/00091383.2020.1807875 ◽

2020 ◽

Vol 52 (5) ◽

pp. 17-24

Author(s):

Marco Molinaro ◽

Noah Finkelstein ◽

Kelly Hogan ◽

Natalie Mendoza ◽

Viji Sathy

Keyword(s):

Scholarly Teaching

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The Public Private Scholarly Teaching Historian

Journal of American History ◽

10.2307/2081446 ◽

1994 ◽

Vol 81 (3) ◽

pp. 1055 ◽

Cited By ~ 1

Author(s):

Jane Lancaster

Keyword(s):

The Public ◽

Scholarly Teaching

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The Social teaching of archbishop John Williams

Studies in Church History ◽

10.1017/s0424208400005520 ◽

1972 ◽

Vol 8 ◽

pp. 179-185

Author(s):

R. Buick Knox

Keyword(s):

Civil War ◽

Political Activity ◽

English Civil War ◽

Social Teaching ◽

English History ◽

The Social ◽

Revolutionary Movements ◽

John Williams ◽

Scholarly Teaching ◽

Christopher Wren

In English history the seventeenth-century upheavals were of great importance in leading to parliamentary government, religious toleration and autonomous science. In both popular belief and scholarly teaching the Puritans have been given much credit for these developments. However, the process was much more tentative and complex than has often been supposed. For example, Milton is remembered as a prophet of popular liberty but his experience in the practical affairs of government drove him to aim at government by a virtuous aristocracy which was most likely to arise from among those who had property and the consequent time to spare for political activity. The recent awakening of interest in the more extreme sectarian and revolutionary movements on the Continent and in England has brought into sharper focus the relative conservatism of many of the Puritans and has given the English Civil War and its aftermath the appearance of a rift within the landowning and propertied classes. Science owed much to the current questioning of tradition and of authority but it also owed not a little to the diligence of several royalist clergy and laity who in their years of unemployment during the interregnum devoted themselves to scientific observations and experiments; the genius of Sir Christopher Wren was maturing during these years. Families and individuals were often torn by conflicts of loyalties. There was the loyalty to the possibility of a better and more balanced society free from ecclesiastical impositions and from the exercise of power without responsibility; there was also the loyalty to the existing structure of society which, for all its faults, was a fence protecting the country from mob rule and communal chaos. Many changed from side to side in the years before, during and after the Civil War and they did so not simply out of a prudential desire to be on the winning side but because they were apprehensive of the revolutionary trends in the movement in which they had got involved.

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A “how to” guide for developing a publishable Scholarship of Teaching project

AJP Advances in Physiology Education ◽

10.1152/advan.00027.2005 ◽

2006 ◽

Vol 30 (2) ◽

pp. 83-88 ◽

Cited By ~ 5

Author(s):

Valerie Dean O'Loughlin

Keyword(s):

Teaching And Learning ◽

Human Subjects ◽

Scholarship Of Teaching ◽

Institutional Review ◽

Specific Teaching ◽

Scholarly Teaching ◽

Improving Instruction ◽

Teaching Interventions ◽

Instruction And Learning ◽

Pedagogical Research

In order for the efforts of scholarly teaching to be recognized, the work must become public and presented to peers for review. Scholarship of Teaching is not only improving instruction and learning but also methodically assessing whether specific teaching interventions have had the desired effect. In this paper, the author presents a step-by-step guide for how to develop a Scholarship of Teaching project that is well thought out and worthy of publication. Factors to consider before performing such pedagogical research include developing a clear research hypothesis for the classroom, reviewing the background literature, obtaining Institutional Review Board (Human Subjects) approval, and determining which methods of assessment may be used. This “how to” guide discusses how to handle all of these factors and prepare the data for publication and introduces the reader to references related to the Scholarship of Teaching and learning as well as educational research and theory.

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