relationships of natural phenomena. During
this exploration, it is essential that
researchers be receptive to new ideas and
demonstrate a willingness to modify their
methods as needed. Integration of findings
with an existing understanding of their field
and application of this product is crucial in
realizing the larger implications of their
work. Interaction with colleagues through
publications and presentations is the natural
culmination of their efforts.The scholarly approach, typically seen in
research, can be directed with the same
rigor to developing aspects of one’s teach-
ing rationale and classroom practice. For
example, teachers can approach the class-
room as researchers and attempt to assess
the effectiveness of both their teaching and
their impact on student learning. Based on
this evaluation, educators can modify both
their rationale and classroom practice
accordingly.By practicing a scholarship of teaching,
educators can accumulate a number of teach-
ing strategies, each based on sound rationale
and intended for specific learning situations.
Over time they acquire a portable toolbox of
pedagogical methods and the ability to dis-
cern opportunities for employing various
techniques. In other words, they become
excellent classroom practitioners whose
methods are prescribed by a rationale based
on a sound knowledge of their discipline and
pedagogy, which is tested and strengthened
over time by a vigorous scholarly approach. ■Sharolyn Belzer and Stephen Burton were instru-
mental in the development of this model.References
Barr, Robert B. and John Tagg. 1995. From Teaching to
Learning—A New Paradigm for Undergraduate Education.
Change,November/ December.
Boyer, Ernest L. 1990. Scholarship Reconsidered: Priorities of
the Professoriate. The Carnegie Foundation for the
Advancement of Teaching, Princeton, New Jersey.
Tools for Transformation: Making the Learning Paradigm a
Reality.Produced by Palomar College and presented via
satellite by PBS, February, 4, 1999.18 CAREER ADVICE FOR LIFE SCIENTISTS
Teachers can approach the
classroom as researchers and
attempt to assess the effectiveness
of both their teaching and their
impact on student learning.Some students may succeed in
spite of our teaching, not
because of it.