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THE AMERICAN SOCIETY FOR CELL BIOLOGY

CHAPTER 2 • TEACHING & LEARNING 17

ultimate goal of increasing student learning.

In addition, educators need a working model

that they can use to guide their professional

development in a systematic and purposeful

manner over the course of their careers. Such

a model must be general enough to encom-

pass as many aspects of teaching as possible,

yet specific enough to have practical value.

The model presented here is based on the

concept of scholarship defined by Ernest

Boyer in Scholarship Reconsidered: Priorities of

the Professoriate(1990). Boyer’s development

of scholarship, however, was in relation to

discipline-specific research, rather than teach-

ing per se. Our model embraces three distinct

yet overlapping elements that coalesce to

form the body of one’s teaching. These ele-

ments are a scholarly approach, rationale and

classroom practice. In brief, successful teach-

ers have a rationale for their teaching meth-

ods, based on an adequate knowledge of their

discipline and pedagogy that translates into

effective classroom practice. The scholarly

approach, which consists of a mindset that

compels a persistent exploration of one’s

teaching, serves as the mechanism that con-

tinues to inform an educator’s rationale and

classroom practice over time. It is the most

central and cohesive element of the model.

Traits that characterize the mindset of a

scholarly approach include inquiry, reflection

and receptiveness. Inquisitive scholars con-

tinually question teaching methods with the

purpose of improving student learning. They

actively reflect on their teaching, openly

inviting constructive criticism from peers.

Scholars are receptive to new ideas and

demonstrate a willingness to try new teach-

ing techniques.

This scholarly mindset drives an explo-

ration of one’s teaching through activities,

such as discovery, integration, application

and interaction. Discoveries germane to

teaching can be made through classroom

observation, experimentation and assess-

ment, as well as through activities, such as

reviewing the literature and attending con-

ferences. Scholars integrate the results of this

exploration with their knowledge of peda-

gogy and apply their findings to future teach-

ing methods in the classroom. Scholars share

their discoveries by interacting with col-

leagues through discussion, publications and

presentations.

Since teachers are unique individuals, suc-

cess in any component of our model is rela-

tive, and subject to continual refinement.

Serving as a road map, the model can guide

an educator’s professional development by

targeting specific components of the model

for development.

The scholarly approach is not new.

Academic researchers typically employ a

scholarly approach when contributing to

knowledge in their field. They are inherently

inquisitive and reflective about their study

subject, engaging in various methods of dis-

covery, integration, application and interac-

tion. Readily apparent in the sciences,

researchers regularly investigate the causal

Traits that characterize the

mindset of a scholarly approach

include inquiry, reflection and

receptiveness.

Without systematic and

purposeful implementation, an

individual’s teaching method

may not change significantly

over the course of a career.