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"One telling measure of how differently teaching
is regarded from traditional scholarship or research
within the academy is what a difference it makes to
have a "problem" in one versus the other. In scholarship
and research, having a "problem" is at the heart of
the investigative process; it is the compound of the
generative questions around which all creative and
productive activity revolves. But in oneÍs teaching,
a "problem" is something you donÍt want to have, and
if you have one, you probably want to fix it. Asking
a colleague about a problem in his or her research
is an invitation; asking about a problem in oneÍs teaching
would probably seem like an accusation. Changing the
status of the problem in teaching from terminal remediation
to ongoing investigation is precisely what the movement
for a scholarship of teaching is all about. How might
we make the problematization of teaching a matter of
regular communal discourse? How might we think of teaching
practice, and the evidence of student learning, as
problems to be investigated, analyzed, represented,
and debated?"
- Randy Bass
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scholarship
of teaching and the learning process