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Level One

The Teaching Academy Campus Program

The Campus Conversations process offers campuses an opportunity for taking stock and then for action around an issue concerning the scholarship of teaching. 

Part One: The campus examines a draft definition of the scholarship of teaching and identifies in its own environment supports for and barriers to the scholarship of teaching and learning. 

Part Two: The campus initiates a Campus Inquiry Group, or Groups, to study and act on a teaching issue central to the campus.

The definition of the "scholarship of teaching" advanced by Salem State College is as follows:

At Salem State College, the scholarship of teaching is the systematic exploration of issues related to teaching and learning.  Scholars identify research questions to study utilizing discipline-specific methodologies, apply results to practice, communicate findings, engage in self-reflection, and solicit peer review.

Modifications of the Carnegie definition:

  • Two sentences have been created:  one definitional and one procedural.
  • Scholarship is more than "problem posing."  Since scholarship represents a systematic process of inquiry, the term "systematic exploration" has been substituted.
  • Teaching OR learning has been replaced by teaching AND learning, as a reflection of the College's focus on the intrinsic connection between both components.
  • An assumption is made that scholars will study teaching and learning problems in a variety of ways across disciplines.

PROGRESSION OF SALEM STATE COLLEGE COUNCIL ON TEACHING AND LEARNING ACTIVITIES LEADING TO A DEFINITION OF THE SCHOLARSHIP OF TEACHING AND  BARRIERS/STRENGTHS IDENTIFICATION

  • Spring 1999 - Council on Teaching and Learning (CTL) explores potential of SSC membership in Carnegie Teaching Academy (CTA).
  • Spring 1999 - Sub-committee formed to formally examine CTA membership.
  • Summer 1999 - Sub-committee prepares a report, which describes the feasibility and benefits of pursuing CTA status.
  • Fall 1999 - Sub-committee distributes report to CTL and full Council discusses findings and recommendations.  Report emphasizes the inherent value of CTA membership to the SSC community.
  • Fall 1999 - CTL establishes plan to register processes and organizes steps to address the first two levels of activity leading toward CTA status.
  • Spring 2000 - CTL forms a three-member CTA task force.
  • Spring 2000 - Discussions scheduled throughout the campus based on articles/books related to the scholarship of teaching.
  • Spring 2000 - All day "Pearls and Perils" conference scheduled for the entire college community to explore teaching and learning issues, review CTL-funded teaching/learning projects from Summer 1999, and continue dialogue regarding CTA initiative.  Feedback received regarding components of a definition of the scholarship of teaching particularly relevant to SSC.
  • Summer 2000 - SSC registered as a participating institution in CTA program.
  • Fall 2000 - "Opening Day" presentation by CTL members identifying activities of the Council, specifically those related to the CTA process.  Through small group process, all-college participants identified barriers and supports related to the scholarship of teaching at SSC.
  • Fall 2000 - CTL accepts a definition of "scholarship of teaching" for Salem State College presented by the CTA task force.  Institutional supports and barriers are summarized and reported by CTA task force.  Definition, supports, and barriers are formulated on the basis on yearlong campus conversations and summary data provided in New England Association of Schools and Colleges self-study report.

Supports:

  • Creation of a distinct faculty CTL approved budget of $30,000
  • Creation of the Council on Teaching and Learning comprised of 10 faculty members across schools and departments (1 of only 2 committees that met last year with union approval when the faculty did not participate in governance due to lack of contract).
  • CTL mission statement allows this group to lead.
  • Campus-wide willingness to experiment and try new things
  • Attempts to create "virtual library" and increase "technology library"
  • Integrating with library, media services, computer technology to create a CTL center in the library.
  • SSC visionary thinking and awareness of issues impacting present and future student learning

Barriers

  • No M.S.C.A. Union Contract (four years)
  • Inadequate funding for professional development and lack of time for faculty to pursue it (each faculty member teaches four courses a semester)
  • Technology: lack of funds courses need to lag behind availability.
  • Media Services: too few, mostly on main campus, needs outrank implementation
  • Library: lack of funding and out-dated materials
  • Questions of Equity/Integrity and Academic Freedom
  • Lack of communications, organization, and duplication surrounding teaching and learning issues amongst different campus groups.