A Taxonomy of Questions

A key principle of this volume is that there is no single best method or approach for conducting the scholarship of teaching and learning. Indeed, the cases illustrate a need for approaches that are useful and doable in the varied contexts represented by their authors. Mills Kelly, for instance, explores questions about teaching and learning at a large public research university; Donna Duffy undertakes her investigation in the quite different setting of a community college. Both public and private institutions are represented; several are urban, one is Catholic, and another, Spelman, is an historically black college for women. The authors’ fields are diverse as well, including humanities, social sciences, natural sciences, business, and an interdisciplinary program. Several of the eight are senior faculty, well along in their academic careers; one is not yet tenured. All of these differences play into the way the authors think about and undertake their scholarship of teaching and learning. The desire to illustrate a variety of approaches, and to preserve the contexts and particulars of their use, underlies our decision to build this volume around cases. Cases capture details and differences.

But readers will find common themes as well. The cases were developed through a process designed to reveal aspects of the scholarship of teaching and learning that crosscut contexts and fields. This process began with two-hour phone interviews, conducted by me with each of the authors. The interview was turned into a rough transcript, which the author then reworked around a set of common topics or questions that emerged as the interviews were undertaken, and which appear as more or less standard headings in the finished cases collected here. For instance, all of the authors describe the process of formulating their question or questions. Each also describes the investigative strategies he or she considered using, how choices were made among these, how the various approaches worked or didn’t, and what was learned from doing the work. In a final section of each case, the author offers advice to faculty newly undertaking the scholarship of teaching and learning. Our hope is that by organizing the cases around a set of standard elements we have made it easier for readers to extract transferable lessons and themes they can apply in their own work.