College Faculty and the Scholarship of Teaching: Gender Differences across Four Key ActivitiesReport as inadecuate




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Journal of the Scholarship of Teaching and Learning, v8 n2 p38-51 May 2008

Prior work has spent much effort on what is the Scholarship of Teaching and Learning (SoTL) and little effort on who actually practices the SoTL. I begin to fill the research gap by examining two of the most salient characteristics that structure faculty dynamics and everyday lives--gender and years of experience--and four activities generally agreed to be indicators of the SoTL. Guided by identity theory in tandem with recent data on the characteristics and trends of higher education faculty in the U.S., I find that female faculty are more likely than their male counterparts to engage in the SoTL and that this gender gap increases with teaching experience. The data come from 2001-2002 survey data on 85 faculty at a large public research-intensive university in the Northwest. (Contains 2 tables and 1 figure.)

Descriptors: Teaching Experience, Gender Differences, College Faculty, Scholarship, Teacher Characteristics, Theory Practice Relationship, Communities of Practice, Formative Evaluation, Questionnaires, Teacher Surveys, Predictor Variables, Least Squares Statistics, Instruction, Learning

Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl[at]iupui.edu; Web site: http://www.iupui.edu/~josotl





Author: Myers, Carrie B.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5594&id=EJ854841



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