The "Scholarship of Teaching" is mentioned among faculty at Seton Hill University almost as if it had the power of a buzzphrase. And it does have a particular kind of power.

While the phrase means what it says, and reflects the work of anyone who works in the field of Education, it also refers to the research of Ernest L. Boyer, who articulated different models for what should "count" as scholarship in his book, Scholarship Reconsidered. Boyer assert that scholarship has four separate but overlapping dimensions: the scholarship of discovery, the scholarship of integration, the scholarship of application, and the scholarship of teaching.

The latter is what I want to more consciously engage in this blog: teaching as scholarship. I already engage in "discovery" when I write and publish research papers; I already engage in "integration" when I practice what I preach; and I apply my scholarship in creative writing routinely. But the "scholarship of teaching" is something I only engage with informally. I want to become more active in this area. I want to pose problems about issues related to teaching; to study the problems posed; to apply what I learn from this inquiry into my teaching and to communicate the results of my inquiries here, in a forum where I can reflect and solicit feedback.

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