Helpful Ways to Conceive an Essay for the Journal
The content of this web page is adapted from:
“Sketching the Contours of the Scholarship of Teaching and Learning in Theology and Religion”
Patricia O’Connell Killen and Eugene V. Gallagher
Teaching Theology and Religion 16:2 (2013): 107-124
“Making a contribution to a conversation involves having a sense of what the conversation has been about, how it intersects with one’s own interests, concerns, and problems, how systematic and sustained thinking about those topics can be made available to others in the conversation, and what those others potentially might be able to learn from one’s own set of reflections.” (109)
“Our orienting conception is that in any scholarship there exists a set of assumptions that guide writers in framing fruitful questions and lines of inquiry and in discerning areas of focus worth a scholar’s attention. These are generative assumptions, generative in that they offer potentially fruitful openings and ways into problems, questions, and situations that result in new knowledge or deeper understanding that is, at least potentially, generalizable and translatable to other settings. These generative assumptions open up points of entry into scholarship. We believe that in the newer scholarship of teaching and learning in theology and religion, the following assumptions as entry points have emerged.” (114-115)
More from this Essay: Entry points for Writing the Scholarship of Teaching
Analyses of the scholarship of teaching
- Bishop-Clark, Cathy, and Dietz-Uhler, Beth. 2012. Engaging in the Scholarship of Teaching and Learning: A Guide to the Process, and How to Develop a Project from Start to Finish. Sterling, Va.: Stylus Publishing.
- Boyer, Ernest L. 1990. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, New Jersey: The Carnegie Foundation for the Advancement of Teaching.
- Carnegie Academy. “The Carnegie Academy on the Scholarship of Teaching and Learning (CASTL).”
- Foster, Charles. 2002. “The Scholarship of Teaching in Theology and Religion: A Wabash Center Advisory Committee Conversation.” Teaching Theology and Religion 5, no. 3: 192-200.
- Foster, Charles. 2007. “The Wabash Center in the Scholarship of Teaching.” Teaching Theology and Religion 10, no. 3: 156-171.
- Gallagher, Eugene V. 2009. “The AAR Teaching Series.” Teaching Theology and Religion 12, no. 1: 24-36.
- Huber, Mary Taylor, and Pat Hutchings. 2005. The Advancement of Learning: Building the Teaching Commons. San Francisco, Calif.: Jossey-Bass/Carnegie Foundation for the Advancement of Teaching.
- Hutchings, P. 2000. Opening Lines: Approaching the Scholarship of Teaching and Learning, P. Hutchings, ed., 1-10. Menlo Park, Calif.: The Carnegie Foundation for the Advancement of Teaching.
- Hutchings, Pat, Mary Taylor Huber, and Anthony Ciccone. 2011. The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact. San Francisco, Calif.: Jossey-Bass/The Carnegie Foundation for the Advancement of Teaching.
- Killen, Patricia O’Connell. 2007. “Mid-Range Reflection: The Underlying Practice of Wabash Center Workshops, Colloquies and Consultations.” Teaching Theology and Religion 10, no. 3: 143-149.
- McKinney, Kathleen. 2007. Enhancing Learning Through the Scholarship of Teaching and Learning: The Challenges and Joys of Juggling. Bolton, Mass.: Anker Publishing.
- Nelson, Craig E. 2000. “How Could I Do Scholarship of Teaching and Learning? Selected Examples of Several of the Different Genres of SOTL.”
- Rowena Murray, ed. 2008. The Scholarship of Teaching and Learning in Higher Education. New York. N.Y.: Open University Press, McGraw-Hill Education.
- Shulman, Lee S. 2004. Teaching as Community Property: Essays on Higher Education. San Francisco, Calif.: Jossey-Bass/The Carnegie Foundation for the Advancement of Teaching.
- Weimer, Maryellen. 2006. Enhancing Scholarly Work on Teaching and Learning: Professional Literature That Makes a Difference. San Francisco, Calif.: Jossey-Bass.