Documenting Scholarship of Teaching
Unpublished Scholarship of Teaching
There are many activities which fall under the category of Boyer's teaching domain. Some popular ways to document practitioner scholarship of teaching include "directing student research projects," "preparing a new syllabus for a course," or "developing examination questions requiring higher-order thinking skills" (Braxton et al., 2002, p. 145). Teachers often do not realize that the activities they are engaged in on a daily basis fall under the category of unpublished scholarship of teaching. For instance, "development of a set of lectures, learning activities, or class plans for a new course" (Braxton et al., 2002, p. 145) can be documented for rank and tenure purposes. Another example includes, "maintenance of a journal of day-to-day teaching activities," providing a "lecture on topics from current journal articles not covered in the course readings," or constructing an "annotated bibliography for course reference" (Braxton et al., 2002, p. 145).
To be considered for rank and tenure purposes, unpublished scholarship needs to be publicly observable. This means that scholarship can be documented in a variety of forms such as a paper, presentation, written report, or a website (Braxton et al., 2002). Then, faculty at GCU are encouraged to move their unpublished scholarship to published scholarship. Read below and follow the navigation links to the writing guides (GRP & GRIP) that will assist you in publishing!
Published Scholarship of Teaching
In institutions of higher education, professors are often encouraged to publish. These instructors can pull from their teaching experiences and conduct publishable research under an array of methods such as pedagogical development, classroom research, or pedagogical content knowledge (Braxton et al., 2002, p. 146). Some examples of documenting and publishing teaching scholarship include "the use of a new instructional method," "the new use of instructional practice and the alterations made to make it successful," and "materials, class exercises, or assignments that help students learn difficult course concepts" (Braxton et al., 2002, p. 146).
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