The Scholarship of Teaching and Learning Paradox: Results Without Rewards

Research output: Contribution to journalArticle

13 Scopus citations

Abstract

The Scholarship of Teaching and Learning (SoTL) arose, in part, out of a need to rebalance the triadic mission of large academic institutions that have traditionally emphasized research over teaching and service. But how do you encourage SoTL when the faculty reward structure is weighted toward traditional research? Therein lies the SoTL paradox. The authors describe a program developed at the University of Minnesota to engage faculty in SoTL projects by relying on the nonmonetary rewards of scholarship, trust, and cross-disciplinary community.

Original languageEnglish (US)
Pages (from-to)183-190
Number of pages8
JournalCollege Teaching
Volume56
Issue number3
DOIs
StatePublished - Jul 1 2008

Keywords

  • Scholarship of Teaching and Learning
  • faculty development
  • research

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