The Canadian Journal for the Scholarship of Teaching and Learning

Article Title

Good Teachers, Scholarly Teachers and Teachers Engaged in Scholarship of Teaching and Learning: A Case Study from McMaster University, Hamilton, Canada

Authors

Susan Vajoczki, McMaster UniversityFollow
Philip Savage, McMaster UniversityFollow
Lynn Martin, McMaster UniversityFollow
Paola Borin, Ryerson UniversityFollow
Erika D.H. Kustra, University of WindsorFollow

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DOI

http://dx.doi.org/10.5206/cjsotl-rcacea.2011.1.2

Abstract

This paper defines and operationalizes definitions of good teaching, scholarly teaching and the scholarship of teaching and learning in order to measure characteristics of these definitions amongst undergraduate instructors at McMaster University. A total of 2496 instructors, including all part-time instructors, were surveyed in 2007. A total of 339 surveys were returned. Indices of good teaching, scholarly teaching and scholarship of teaching and learning were developed. The data illustrated a strong correlation between good teaching and scholarly teaching and between scholarly teaching and scholarship of teaching and learning. The perceived value placed upon teaching varied across the different Faculties. New instructors and those engaged in scholarly teaching and scholarship of teaching and learning perceived teaching to be more valued than their peers.

Le présent article définit et opérationnalise les définitions d’enseignement efficace^[1], d’enseignement érudit^[2] et de la publication sur l'enseignement supérieur^[3] afin de mesurer les caractéristiques de ces définitions chez les enseignants de premier cycle de l’Université McMaster. Au total, 2 496 enseignants, y compris tous ceux qui travaillent à temps partiel, ont été sondés en 2007 et 339 questionnaires ont été retournés. Les chercheurs ont élaboré des indices d’un bon enseignement, d’un très bon enseignement et d’un excellent enseignement. Les données illustrent une forte corrélation entre un bon enseignement et un très bon enseignement, de même qu’entre un très bon enseignement et un excellent enseignement. La valeur perçue accordée à l’enseignement variait selon les différentes facultés. Les nouveaux enseignants pratiquant un très bon enseignement et un excellent enseignement trouvaient l’enseignement plus utile que leurs pairs.

^[1] good teaching, ^[2] scholarly teaching, ^[3] scholarship of teaching and learning

Recommended Citation

Vajoczki, S., Savage, P., Martin, L., Borin, P., & Kustra, E. D. (2011). Good Teachers, Scholarly Teachers and Teachers Engaged in Scholarship of Teaching and Learning: A Case Study from McMaster University, Hamilton, Canada. The Canadian Journal for the Scholarship of Teaching and Learning, 2 (1). http://dx.doi.org/10.5206/cjsotl-rcacea.2011.1.2