Developing the Scholarship of Teaching in Higher Education: A discipline-based approach

By M. Healey. 2000

390 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/464348f02887c125d408437154d0e2118cfa17b6

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In Education

Citations in the corpus

Phenomenography: An Approach to Research into Geography Education (2006, background): “It is one way of making available for public scrutiny those scholarly acts of teaching that are generally hidden and, when it is applied to the content or process of teaching, it is an element of the scholarship of teaching (Healey, 2000 ; Trigwell & Shale, 2004 ).”
Out of balance: lecturers’ perceptions of differential status and rewards in relation to teaching and research (2006, background): “As Healey ( 2000 ) suggests for his discipline, geography, discipline specialists could play a role in adapting criteria to match the particular demands of teaching within the discipline.”
The relationship between engagement in the scholarship of teaching and learning and students’ course experiences (2008, background): “Recently Healey ( 2000 ) reported that there was very little research evidence that engaging in the scholarship of teaching and learning enhanced learning.”
Reflection on teaching and the scholarship of teaching: Focus on science instructors (2005, methodology): “... chemistry (N ¼ 4), earth and atmospheric sciences (N ¼ 4), physics (N ¼ 2), and computer science (N ¼ 1). The decision to delimit the sample to full-time academic staff in natural and life science departments was based on knowledge of research on science instructors employing concepts compatible”
Reflection on teaching and epistemological structure: reflective and critically reflective processes in ‘pure/soft’ and ‘pure/hard’ fields (2009, methodology): “Communicative learning, however, might present a considerable challenge to colleagues in fields where more instrumental ways of inquiry are dominant (Healey 2000).”
Evidence of the Impact of Scholarship of Teaching and Learning Purposes (2013, background): “There is very little empirical evidence that the teachers who engage with SoTL in this way are also improving their students’ learning (Healey, 2000; Haigh, Gossman & Jiao, 2011), or even teaching in a way that is associated with higher quality learning, yet this is clearly the purpose of such activ”
Understanding ‘teaching excellence’ in higher education: a critical evaluation of the National Teaching Fellowships Scheme (2004, background): “Teaching awards may also open up new professional identities as an emerging cadre of academics become teaching and learning experts within their own discipline (Healey, 2000).”