Disciplinary Examples of Scholarship
of Teaching and Learning
A | B | C | D | E | F | G | H | M | P | S | T
| Art Conservation | Art Education
Bowler , Peter A; Kaiser, Florian G.; Hartig, Terry; Journal of Environmental Education
A role for ecological restoration work in university environmental education.
pp. 19-26. http://www.questia.com/PM.qst?a=o&se=gglsc&d=96383677
Art Education
Atkinson, Dennis (1998). The production of the pupil as a subject within the art
curriculum. Journal of Curriculum Studies, 30(1), 27-42.
Davenport, Melanie (September 2003). Using simulations to ground intercultural inquiry
in the art classroom. Art Education, 13-18.
Keifer-Boyd, Karen (2003). A pedagogy to expose and critique gendered cultural
stereotypes embedded in art interpretations. Studies in Art Education,
A Journal of Issues and Research, 44(4), 315-334.
Marshall, Julia (2004). Articulate images: bringing the pictures of science and natural
history into the art curriculum. Studies in Art Education
(a journal of issues and research), 45(2), 135-152.
McGraw, Tammy M. (2004). The effects of two-dimensional stimuli and three-
dimensional stereoptic stimuli on spatial representation in drawings.
Studies in Art Education (a journal of issues and research), 45(2), 153-169.
Peterson, Bill; Lane, Marian, Implications of authoritarianism for young adulthood:
Longitudinal analysis of college experiences and future goals. pp. 678-690.
http://psp.sagepub.com/cgi/content/abstract/27/6/678
Steele, J; James, J; Barnett, R (Spring 2002), Learning in a Man’s World: Examining the
Perceptions of Undergraduate Women in Male-Dominated Academic Areas
Psychology of Women Quarterly; Vol. 26 Issue 1, p46, 5p,
http://www.atkinson.yorku.ca/~jsteele/files/Steeleetal_PWQ_2002.pdf
Taylor, Pamela G. (2002). Service-learning as postmodern art and pedagogy.
Studies in Art Education (a journal of issues and research), 43(2), 124-140.
Zander, Mary Jane (2003). Talking, thinking, responding and creating:
a survey of literature on talk in art education. Studies in Art Education
(a journal of issues and research), 44(2), 117-134.
Benjamin, Joan (2002). The scholarship of teaching
in teams: what does it look like in practice?
Higher Education
Research & Development, 19(2), 191-204.
Moore, R., Mitchell, G., Bally, R., Inglis, M.,
Day, J., Jacobs, D. (2002).
Undergraduates' understanding of evolution:
ascriptions of agency as a problem for student learning.
Journal
of Biological Education. 36(2), 65-71.
Leftcort, H., Eige, S.M. (Sept./Oct. 2003). Preparatory
versus practice homework.
Journal of College Science Teaching, 33(1),
16-18.
Roberts, R., Gott, R. (Summer 2003). Assessment
of biology investigations.
Journal of Biological
Education, 37(3), 114-121.
Willmott, C., Harrison, T.M. (Summer 2003).
An exercise to teach bioscience students about
plagiarism.
Journal of Biological Education. 37(3),
139-140.
Business
Bilimoria, Diana. (2000). A new scholarship of teaching
and learning:
An agenda for management education scholarship. Journal
of Management Education, 24(6), 704-707.
Duangploy, Orapin & Shelton, Margaret L. (2000). Using a systems approach to develop
lifelong learning skills in accounting for business combinations. Journal of Education for Business, 76(2), 81-87.
Fukami, Cynthia (2000).Looking Through a Different
Lens: Inquiry into a team-taught course. Opining Lines.
Carnegie
Foundation. 31-40.
Frost, Peter J., Fukami, Cynthia V.
(December 1997). Teaching effectiveness in the Organizational sciences:
recognizing and enhancing the scholarship of teaching. The Academy
of Management Journal, 40(6), 1271
Jennings, David (2002). Strategic management: an evaluation of the use of three
learning methods. Journal of Management Development, 21(9), 655-665.
Jin, Zhongqi (2000). The learning experience of students in Middlesex University
Business School (MUBS): why do they enjoy some modules/lectures and dislike others?
The International Journal of Management Education, 1(1), 22-36.
Kewell, Beth & Beeby, Mick (2003). Student and lecturer responses to the introduction
of computer assisted learning (CAL) in a university business school. Teaching in Higher Education, 8(3), 413-430.
Payne, Stephen L.; Whitfield, Michael & Flynn, Jo Ann (2002). Assessing the business
capstone course through a method based on the SOTL and the stakeholder process.
Journal of Education for Business, 78(2), 69-74 N/D.
Smith, Brien N.; Hornsby, Jeffrey S. & Kite, Mary (Summer 2000). Broadening the
business curriculum via a cross-disciplinary approach: a mobile unit on cultural diversity.
Education, 120(4), 713-721.
Chemistry | Communication | Computer Information
Systems
Creative Studies | Criminal Justice
Case, Jennifer (2003). Approaches to learning in a second year chemical engineering
course. International Journal of Science Education, 25(7), 801-819.
Fahmy, A. F. M., Lagowski, J. J. (September
2003). Systemic reform in chemical education:
an international
perspective. Journal of Chemical Education, 80(9), 1078-1083.
Hodges, Linda C., Harvey, Lilia C. (Spring
2002). Exploring how students learn organic chemistry.
Academic Exchange Quarterly, 6(1), 4(7).
Hoffman Laroche, Lyubov, Wulfsberg, Gary, Young,
Barbara (August 2003).
Discovery Videos: A safe, tested, time-efficient
way to incorporate discovery-laboratory
experiments into the classroom.
Journal of Chemical Education, 80(8), 962-966.
Jacobs, Dennis. (2000) A chemical mixture of methods. Opening Lines. Carnegie Foundation. 41-52.
Jacobs, Dennis, et. al. An alternative
approach to general chemistry: addressing the needs of
at-risk students
with cooperative learning strategies. http://gallery.carnegiefoundation.org/djacobs/
Zusho, Akane, Pintrich, Paul R. (2003). Skill and will: the role of motivation and
cognition in the learning of college chemistry. International Journal of Science Education, 25(9), 1081-1094.
Dannels, Deanna P., Anson, Chris M., Bullard, Lisa, Peretti,
Steven. Challenges in learning
communication skills in chemical
engineering. Communication Education, 52(1), 50-56.
Darling, Ann L. (January 2003). In communication: new
connections, new directions, new possibilities.
Communication
Education, 52(1), 47-49.
Hinton, J.S. & Kramer, Michael (April 1998). The impact of self-directed videotape
feedback on students’ self-reported levels of communication competence and apprehension.
Communication Education, 47(2), 151-160.
Hutchings, Pat. The scholarship of teaching and
learning in communication:
a few words from the Carnegie
Academy. Communication Education, 52(1), 57-59.
Kangas Dwyer, Karen (April 1998). Communication apprehension and learning style
preference: Correlations and implications for teaching. Communication Education, 47(2), 137-151.
McCroskey, Linda L., Richmond, Virginia P. & McCroskey, James C. (Editor) (October
2002). The scholarship of teaching and learning: Contributions from the discipline of communication.
Communication Education, 51(4), 383-391.
Myers, Scott A. & Knox, Ronda L. (October 2001). The relationship between college
student information-seeking behaviors and perceived instructor verbal behaviors.
Communication Education, 50(4), 343-356.
Neri, Gilbert. Media Analysis. http://crossroads.georgetown.edu/vkp/.
Visible Knowledge Project. Georgetown University.
Rubin, Rebecca B.; Rubin, Alan M. & Jordan, Felecia F. (April 1997). Effects of
instruction on communication apprehension and communication competence.
Communication Education, 46(2) 104-115.
Titsworth, B. Scott (October 2001). The effects of teacher immediacy, use of
organizational lecture cues, and students’ note taking on cognitive learning.
Communication Education, 50(4). 283-297.
Wolski, Stacy (July 2001). Identification of and adaptation to students’ pre-instructional
beliefs in introductory communication research methods: Contributions of interactive Web technology.
Communication Education, 50(3), 189-205.
Modesitt, Kenneth L.; Maxim, Bruce R. & Akingbehin, Kiumi (1999). Just-in-time
learning in software engineering. The Journal of Computers in Mathematics and Science Teaching, 18(3), 287-301.
Sheard, Judy, Markham, Selby, Dick, Martin (2003). Investigating Differences in
Cheating Behaviours of IT Undergraduate and Graduate Students: The maturity and motivation factors.
Higher Education Research & Development, 22(1), 89-108.
Thomas, Sarah; Grimes, Darren, Evaluating the integration of key skills and NVQs into an
undergraduate degree programme: A case study from the graduate apprenticeship initiative.
Education & Training, Vol 45(7), 2003. pp. 383-391 http://www.emeraldinsight.com/Insight/
ViewContentServlet?Filename=Published/EmeraldFullTextArticle/Articles/0040450703.html
Johnson, Katherine & White, Jill T. (Fall 2002). The use of multiple intelligences in
criminal justice education. Journal of Criminal Justice Education, 13(2), 369-386.
Lord, Vivian B. & Bjerregaard, Beth E. (Fall 2003). Ethics courses: their impact on the
values and ethical decisions of criminal justice students. Journal of Criminal Justice Education, 14(2), 191-211.
Taylor, Ralph B.; Anderson, Todd & McConnell, Patrick (Spring 2003). Competencies
and interest in a problem-focused undergraduate research methods criminal justice course:
two assessments. Journal of Criminal Justice Education, 14(1), 133-148.
Wright, Richard A. (2002). Recent changes in the most-cited scholars in criminal justice
textbooks. Journal of Criminal Justice, 30(3), 183-195.
Design | Dietetics and Nutrition
Allen, Jane C. & Laing, Alastair (October 2000). Key skills enhancement for students,
artists and designers through residencies in education. Journal of Art and Design Education, 19(3), 325-331.
Bailey, Sue (2002). Student approaches to learning in fashion design: a
phenomenographic study. Art, Design and Communication in Higher Education, l(2), 81-95.
Garner, Steve & McDonagh-Philp, Deana (February 2001). Problem interpretation and
resolution via visual stimuli: the use of ‘mood boards’ in design education.
Journal of Art and Design Education, 20(1), 5764.
Oak, Arlene. It’s a nice idea, but it’s not actually real: assessing the objects and
activities of design. Journal of Art and Design Education, 23, 86-95.
Teaching/Undergraduate and Graduate Education: Scholarship of Teaching as Related
to Promotion and Tenure. (August 2005), Journal of Animal Science, Supplement 1, Vol. 83, p227-228, 2p;
Buckley, Kathleen M, Evaluation of Classroom-Based, Web-Enhanced, and Web-Based Distance
Learning Nutrition Courses for Undergraduate Nursing.
Journal of Nursing Education, v. 42 no8 (Aug. 2003) p. 367-70
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids
=12938900&itool=iconabstr&query_hl=1&itool=pubmed_docsum
Economics and
Finance | Educational Foundations
Elementary Education and Reading | English | Exceptional Education
Grimes, Paul W. (Winter 2002). The overconfident principles of economics student: an examination
of a metacognitive skill. The Journal of Economic Education, 33(1), 15-30.
Johnston, Carol, McDonald, Williams, Ross (Summer 2001). The scholarship of teaching economics.
The Journal of Economic Education, 32(3), 195-201.
Bernstein Project Summary (January 2000). Part of
the UNL Peer Review of Teaching program.
http://www.unl.edu/peerrev/examples/bernstein/index.html
Cerbin, Bill. The development of student understanding
in a problem-based educational psychology course.
http://kml.carnegiefoundation.org/gallery/bcerbin Carnegie Foundation Knowledge Media Lab.
Connal, Jan. Intellectual development and the acquisition
of analytical skills.
Visible Knowledge Project.
Georgetown University.
Hammerness, Karen, Shulman, Lee, Darling-Hammond. Learning
from cases.
http://gallery.carnegiefoundation.org/khammerness/
Carnegie Foundation Knowledge Media Lab.
Hecsh, Janet. Visible pedagogies: New technologies and
learning to teach.
Visible Knowledge Project. Georgetown University.
Murphy, P. Karen & Alexander, Patricia A. (2002). What counts? the predictive
powers of subject-matter knowledge, strategic processing, and interest in domain-specific performance.
The Journal of Experimental Education, 70(3), 197-214.
Sleeter, Christine. Multicultural Curriculum, Ideology,
and Perspective.
Visible Knowledge Project. Georgetown University.
Sleeter, Christine: Torres, Myriam N. & Laughlin, Peggy (Winter 2004). Scaffolding
conscientization through inquiry in teacher education. Teacher Education Quarterly.
Ward, John. Can reflection on teaching be meaningfully
assessed?
Visible Knowledge Project. Georgetown University.
Elementary Education and Reading
Breidenstein, Angela (July/August 2002). Researching teaching, researching self,qualitative research and beginning teacher development. The Clearing House, 75(6), 314-318.
Brookhart, Susan M. (March 2004). Classroom assessment: tensions and intersections
in theory and practice. Teachers College Record, 106(3), 429-458.
McKnight, Douglas (Spring 2004). Kierkegaard and the despair of the aesthetic
existence in teaching. Journal of Curriculum Theorizing, 59-80.
Overview of a course on current approaches to teaching, learning, and school
improvement.
http://kml2.carnegiefoundation.org/gallery/hatch/
Theilheimer, Rachel. Meshing it all together: First semester
early childhood students
making sense of learning about children,
families and schooling. Visible Knowledge Project. Georgetown University.
Arnold, Roslyn (2003). English teaching in the 21st century: empathic intelligence and
brain-based research. Educational Resources Information Center (ERIC), 1-22.
Bass, Randy (1997). Course prospectus: what holds this course together?
http://www.georgetown.edu/faculty/bassr/traditions.html
Johnstone, Karla M. (2002). Effects of repeated practice and contextual-writing
experiences on college students’ writing skills. Journal of Educational Psychology, 94(2), 305-315.
Parker, Jan. (2003). Writing, Revising, and practicing
the disciplines: Carnegie, Cornell,
and the scholarship of teaching.
Arts and Humanities in Higher Education, 2 (2) 139-153.
Shields, Faith (Winter 2002). Who do we think we are? The ethics and politics of
autobiographical curriculum. Journal of Curriculum Theorizing, 15-30.
Stinson, Beth MacNeil & Claus, Kenneth (February 2002). The effects of electronic
classrooms on learning English composition: a middle ground between traditional
instruction and computer based instruction. The Journal, 27(7), 98-102.
Tynjala, Paivi (1998). Writing as a tool for constructive learning: students’ learning
experiences during an experiment. Higher Education, 36, 209-230.
Winter, Janet K. & Neal, Joan C. (November/December 1995). Group writing versus
individual writing – is there a difference in achievement? Journal of Education for Business, 71(2), 78-81.
Wisker, Gina; Tiley, Jillinda; Watkins, Mary; Waller, Sharon; Thomas, Julian &
Wisker, Alistair. Discipline-based research into student learning in English, law, social work,
computer skills for linguists, women’s studies, creative writing: how can it inform our teaching?
Innovations in Education and Teaching International, 38(2), 202.
McLeskey, James & Waldron, Nancy L. (2004). Three conceptions of teacher learning:
exploring the relationship between knowledge and the practice of teaching.
Teacher Education and Special Education, 27(1). 3-14.
Healey, Mick (2000). Developing the scholarship of teaching in higher education: a
discipline-based approach. Higher Education Research & Development, 19(2),169-189.
Healey, Mick (July 1996). Learning in small groups in university geography courses:
designing a core module around group projects.
Journal of Geography in Higher Education, 20(2), 167, 14p, 1 chart.
Schoenfeldt, Melinda (2000). Spatial cognition of pre-service teachers. Research in
Geographic Education, 2(1), 18-36.
Health and Wellness | History and Social Studies | Hospitality and Tourism
Schmertzing, Richard W.; Stelzer, Jiri & Schmertzing, Lorraine C. (Summer 2002).
Reading between the lines on surveys. Bottom up or top down: which way
to go for research on the scholarship of teaching? Academic Exchange Quarterly, 6(2), 58(5).
Kelly, Mills. For better or worse? The marriage of web and classroom. Opening Lines. Carnegie Foundation. 53-61
Armstrong, E. Kate. (2002). Application of
role-playing in tourism management teaching:
An evaluation of a learning
method. Journal of Hospitality, Leisure, Sports & Tourism Education,
2 (1).
Barron, Paul. Linking learning style preferences
and ethnicity: International students
studying
hospitality
and tourism
management in Australia. Journal of Hospitality, Leisure, Sports &
Tourism Education, 1 (2).
McGugan, Stuart. (2002) Asynchronous computer mediated
conferencing to support learning
and teaching: An action research
approach. Journal of Hospitality, Leisure, Sports & Tourism
Education, 1 (1).
Mathematics | Modern and Classical Language
Bennett, Curtis. Advanced mathematics
for secondary teachers: course portfolio.
http://gallery.carnegiefoundation.org/cbennett/
Chappell, Kelly & Killpatrick, Kendra (March 2003). Effects of concept-based
Instruction on students' conceptual understanding and procedural knowledge of calculus. Primus, XIII(1), 19-37.
Chappell, Kelly (June 2003). Transition issues that reform calculus students experience
in traditional second semester calculus. Primus, XIII(2), 129-151.
Jacobsen, Laura & Lloyd, Gwendolyn M. (January 2004). The impact of enacted
mathematics curriculum models on prospective elementary teachers’ course perceptions
and beliefs. School Science and Mathematic, 104(1), 32-43.
Morales, Romelia: Anderson, Hal & McGowan, John. Mathematics pedagogy and
content in a blended teacher education program. Teacher Education Quarterly, Fall 2003.
O’Malley, Richard. SOT&L reflections on efforts
to find appropriate technology and pedagogy to
stimulate student
participation in the learning process. 42-47.
Taylor, Janet A. & Mohr, John. Mathematics for math anxious students studying at a
distance. Journal of Developmental Education, 25(1), 30-41.
Timmerman, Maria A. (March 2003). Perceptions of professional growth: A
mathematics teacher educator in transition. School Science and Mathematics, 103(3), 155-167.
Performing
Arts | Philosophy and Religious Studies
Physics| Psychology
Barkley, Elizabeth, Iiyoshi. From catastrophe
to celebration: an analysis of a curricular
transformation. http://kml2.carnegiefoundation.org/gallery/ebarkley
Philosophy and Religious Studies
Atherton, John Micheal (Winter 1998). Persona approach brings philosophers and
students to life. College Teaching, 46(1), 7-11.
Foster, Charles R., (2002). The scholarship of teaching in theology and religion: a
Wabash Center advisory committee conversation. Teaching Theology and Religion, 5(4), 192-200.
Katz, Claire Elise (Winter 2004). Teaching our children well, pedagogy, religion, and the
future of philosophy. Crosscurrents, 530-547.
Marks, Joel (June 2003). Cheating 101: ethics as a lab course. Teaching Philosophy,
26(2), 131-145.
Ulveland, Randall Dana. Team teaching and the question of philosophy. Education,
123(4), 659-662.
Ingerman, Ake (2003). Expounding on physics: a phenomenographic study of physicists
talking of their physics. International Journal of Science Education, 25(12), 1489-1508.
Lewis, Bradford F. & Collins, Angela (2001). Interpretive investigation of the science-
related career decisions of three African-American college students.
Journal of Research in Science Teaching, 38(5), 599-621.
Nelson, Craig E. (1996). Student Diversity Requires Different Approaches to College
Teaching, Even in Math and Science. American Behavioral Scientist, 40(2), November/December, 165-175.
Steinberg, Richard N. & Oberem, Graham E., (2000). Research-based instructional
software in modern physics. Journal of Computers in Mathematics and Science Teaching, 19(2), 115-136.
Baker, Linda & Lombardi, Bruce R. (February 1985). Students’ lecture notes and their
relation to test performance. Teaching of Psychology, 12(1), 28-32.
Elander, James. A Discipline-Based Undergraduate Skills Module. Psychology
Learning and Teaching, 3(1), 48-55.
Format on Learning Performance: An Empirical Study in Web vs. Lecture Instruction.
Journal of Instructional Psychology, 27(1). 66-73.
Miller, Kari Knutson; Yen, Shu-Chen ; Group Differences in Academic Achievement: Service
Learning in a Child Psychology Course. ; Teaching of Psychology, Vol 32(1), Win 2005. pp. 56-58.
Friedrich, James & Douglass, David (May 1998). Ethics and the persuasive enterprise of
teaching psychology. American Psychologist, 53(5), 549-562.
Gurstelle, Emile B., Heinzen, Thomas E., Makarec, Katherine, DeOliveira, Jaime L.,
Campbell, Erin M. Helping Students in Introductory Psychology Process Terrorist Attacks.
Psychology Learning and Teaching, 3(1), 40-47.
Halpern, Diane F., et. al. (December 1998). Scholarship in Psychology: A Paradigm for
the Twenty-First Century. American Psychologist, 53(12), 1292-1297.
Hardy, Sam A.; Zamboanga, Byron L.; Thompson, Ross A. & Reay, Deborah.
Student background and course involvement among first-year college students in introduction to psychology:
implications for course design and student achievement. Psychology Learning and Teaching, 3(1), 6-10.
Kiely, Margaret C. (February 1999). “A Piece of Good News”: Teaching as a Creative Process.
Canadian Psychology, 40(1). 30-38.
MacAndrew, Siobhan B., Edwards, Katherine. Essays Are Not the Only Way: A Case
Report on the Benefits of Authentic Assessment. Psychology Learning and Teaching, 2(2), 134-139.
McGovern, Thomas V. & Hawks, Brenda K. (February 1988). The liberating science and
art of undergraduate psychology. American Psychologist, 43(2), 108-114.
Meeuwsen, Harry J; King, George A; Pederson, Rockie, Effects Of Cooperative Learning Strategy
On Undergraduate Kinesiology Students' Learning Styles.
Perceptual & Motor Skills, Oct 2005, Vol. 101 Issue 2, p525-530, 6p
Adams, Paula (Winter 2004). Classroom assessment and social welfare policy:
addressing challenges to teaching and learning. Journal of Social Work Education, 40(1), 121-142.
Akister, Jane; Bannon, Ashling & Mullender-Lock, Hannah. Poster presentation in social
work education assessment: a case study. Innovations in Education and Training International, 37(3), 229-233.
Aviles, Christopher B. (2002). Mastery learning: a promising instructional method for
social work education. The Journal of Baccalaureate Social Work. 7(2), 143-164.
Forgey, Mary Ann & Colarossi, Lisa (Fall 2003). Special section: domestic violence
and social work education interdisciplinary social work and law: a model domestic violence curriculum.
Journal of Social Work Education, 39(3), 459-476.
Gassman, Ruth A.; Demone, Harold W. Jr. & Albilal, Rawaa (Winter 2001). Alcohol
and other drug content in core courses: encouraging substance abuse assessment.
Journal of Social Work Education, 37(1), 137-145.
Goldblatt, Hadass & Buchbinder, Eli (Spring/Summer 2003). Challenging gender roles:
the impact on female social work students of working with abused women.
Journal of Social Work Education, 39(2), 255-275.
Gutierrez, Lorraine, Yeakley, Anna & Ortega, Robert (Fall 2000). Educating students for
social work with Latinos: Issues for the new millennium. Journal of Social Work Education, 36(3), 541-557.
Hyde, Cheryl A., & Ruth, Betty J. (Spring/Summer 2002). Multicultural content and
class participation: do students self-censor? Journal of Social Work Education, 38(2), 241-256.
Rocha, Cynthia J. (Winter 2000). Evaluating experiential teaching methods in a policy
practice course: the case for service learning to increase political participation.
Journal of Social Work Education, 36(1), 53-63.
Secret, Mary.; Ford, Janet & Lewis Rompf, Elizabeth (Fall 2003). Undergraduate
research courses: a closer look reveals complex social work student attitudes.
Journal of Social Work Education, 39(3), 411-422.
Crismond, David (2001). Learning and using science ideas when doing investigate-and-
redesign tasks: a study of naïve, novice, and expert designers doing constrained and scaffolded design work.
Journal of Research in Science Teaching, 38(7), 791-820.
Rozycki, William (April 1999). Microwave technology and distance education.
Research & Creative Activity, 25-26.