O'Meara, KerryAnn. "Effects of Encouraging Multiple Forms of Scholarship Nationwide and Across Institutional Types." Faculty priorities reconsidered: Rewarding multiple forms of scholarship. Eds. K. O’Meara & E. R. Rice.San Francisco, CA: Jossey-Bass, 2005: 255-289.
Like: I liked that the authors addressed different types of institutions (though I was disappointed that the 2-year wasn't in there), and that they gave suggestions for the issues each type faced in light of expanding scholarship. While it's not something I like, I'm glad they addressed it and I found it interesting that formal implementation of broad definition of scholarship has created strain on faculty and reward systems.
Confusion: None.
More: I suppose I'll be asking for more about this constantly: I'm specifically interested in the 2-year institution in comparison to the 4-year types discussed here.
This is why I have a love/hate relationship with SoTL stuff. On the one hand, you would think it would be a party CCs are actively invited to. On the other hand, CCs are still constructed as the bastard step-child, even if it is constructed through blatant erasure.
ReplyDeleteI keep coming back to questions about how CCs fit into SoTL as well. Most of the readings we have done thus far focus on 4-year colleges and universities, but it does seem self evident that SoTL is a good fit for CC faculty and a good way to generate research and publications that directly relate to CC pedagogy.
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