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New Carnegie Foundation and AAHE Publication Examines Tenure Challenges for Faculty Who Focus on Teaching
Washington, D.C., February 2004 —Carnegie Foundation Senior Scholar Mary Taylor Huber looks at the career risks taken by university faculty members who achieve prominence in teaching in her new book, Balancing Acts: The Scholarship of Teaching and Learning in Academic Careers. "Everyone has heard discouraging tales of tenure denial in such situations," Huber says. "But there's much to be learned from the growing number who succeed. What these case studies illustrate are the pathways through which four scholars, in four disciplines, from four universities have become involved in the scholarship of teaching and learning, the issues with which they engage, the communities this work brings them in touch with, and the consequences for their careers."
Through these stories and Huber's extensive examination of the current environment in disciplinary communities and on campuses, the book also provides perspectives on the history of innovation and reform in college and university teaching, including the emergence of a scholarship of teaching and learning over the past 40 years. "This time-series of tales may suggest progress both in broadening the concept of 'scholarship' and in the alignment of institutional mission, guidelines and practice," Huber says. "But the most remarkable thing about such stories is that new cultures of teaching and learning are forming as faculty members-seemingly against the odds-pursue 'new' kinds of scholarly work."
The four faculty members featured in the book are:
Dan Bernstein, a professor of psychology and director of the Center for Teaching Excellence at the University of Kansas, and for many years a professor of psychology at the University of Nebraska-Lincoln and project director of The Peer Review of Teaching Project;
Brian Coppola, Arthur F. Thurnau Professor, associate chair of chemistry at the University of Michigan-Ann Arbor, and program director of the Chemical Sciences at the Interface of Education program;
Sheri Sheppard, an associate professor in the design division of mechanical engineering at Stanford University, co-principal investigator of the Center for the Advancement of Engineering Education, and senior scholar at the Carnegie Foundation; and
Randy Bass, an associate professor of English at Georgetown University and executive director of Georgetown's Center for New Designs in Learning and Scholarship, and director of the Visible Knowledge Project.
Ordering Information
Balancing Acts: The Scholarship of Teaching and Learning in Academic Careers (AAHE; February 2004; $24.50 (AAHE members) or $29.50 (nonmembers); paperback; 250 pages; ISBN 1-56377-065-2) is a joint publication of the American Association for Higher Education and The Carnegie Foundation for the Advancement of Teaching, and can be purchased through AAHE by calling 301/645-6051 or online at AAHE Publications.
About the Author
Mary Taylor Huber is a senior scholar at The Carnegie Foundation for the Advancement of Teaching, where she works with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) and Carnegie's Initiatives in Liberal Education. Trained as a cultural anthropologist, Huber directed the research program on Cultures of Teaching in Higher Education, which gave birth to both Balancing Acts and to her co-editedvolume, Disciplinary Styles in the Scholarship of Teaching and Learning (2002). Huber is co-author of Scholarship Assessed (1997), the Foundation's report following Scholarship Reconsidered (Boyer, 1990), to which she also contributed.
Founded by Andrew Carnegie in 1905 and chartered in 1906 by an act of Congress, The Carnegie Foundation for the Advancement of Teaching is an independent policy and research center with a primary mission "to do and perform all things necessary to encourage, uphold, and dignify the profession of the teacher and the cause of higher education." The improvement of teaching and learning is central to all of the work of the Foundation. The Foundation is located in Stanford, Calif.
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