Establishing a National Board for the Peer Review of Scholarly Teaching: A Proposal for the Society of Park and Recreation Educators

By Stevens, Cheryl A.; Wellman, J. Douglas | Schole: A Journal of Leisure Studies and Recreation Education, Annual 2007 | Go to article overview

Establishing a National Board for the Peer Review of Scholarly Teaching: A Proposal for the Society of Park and Recreation Educators


Stevens, Cheryl A., Wellman, J. Douglas, Schole: A Journal of Leisure Studies and Recreation Education


Abstract

This proposal calls for SPRE to establish a National Board for the Peer Review of Scholarly Teaching in Park, Recreation, and Tourism Management. The goal is to establish a mechanism for increasing the weight given to scholarly teaching in major personnel decisions. Scholarly, teaching is differentiated from "good teaching" in that the faculty member has conscientiously applied the process of scholarship to improve learning outcomes. Participation in this review process would be voluntary.

A review is recommended only for those faculty members who engage in scholarly teaching and are employed at an institution that will value the review. The Board would be comprised of award-winning instructors who have an established record of scholarly teaching and represent the varied sub-fields in PRTM. Upon request by an individual faculty member anticipating a significant performance review (e.g. reappointment/promotion/tenure, major teaching award), members of the Board would review the instructor's teaching portfolio and provide an official response. The response would not identify reviewers, thereby approximating the blind review process followed in research publications. The process would begin with review of a pre-proposal that would provide the faculty member with feedback on the probability of success and guidance on preparing the full portfolio. In the proposal, potential problems with a national board are identified, challenges interpreting "scholarship" in teaching are discussed, and processes for implementation are suggested.

SPRE WANTS YOUR INPUT

The SPRE Board has endorsed this proposal to create a board for blind peer review of scholarly teaching for faculty in RLS in concept. However, SPRE wants feedback from educators and administrators before deciding whether to invest resources in this undertaking. Please send your comments on:

* need for a peer review board for scholarly teachers in RLS

* comments on feasibility

* suggestions for operational guidelines, such as how would reviewers be selected?

SPRE Committee for Peer Review of Scholarly Teaching Contacts: Cheryl Stevens, Chair email: stevensc@ecu.edu phone: (252) 328-4638 Craig Ross, Vice Chair email: cmross@indiana.edu phone: 812-855-3102

Over the past several decades, there has been a great deal of emphasis on the importance of college teaching and learning. Howard Shapiro (2006) depicted these positive trends as the "glass half-full" side of the story. Unfortunately, the thrust of his article concerned how little progress we've made in honoring faculty members' teaching accomplishments as we do their research.

While colleges and universities have changed promotion and tenure policies, created teaching centers, focused on assessing student learning, and in other ways raised the attention paid to good instruction, evaluating teaching remains a knotty challenge. In part because evaluating faculty members' work as teachers is seen as more difficult than evaluating their work as researchers, faculty reward systems continue to favor research over teaching.

In this article, the authors propose that the Society of Park and Recreation Educators (SPRE) create a national board that provides blind peer review of scholarly teaching for qualified teachers in park, recreation and leisure studies. We believe such a board can play an important role in strengthening faculty teaching and student learning in our profession, and potentially across other disciplines as well.

Origins of Proposal

The idea for national boards emerged from the first author's five-year experience as founding director of a campus-wide instructional development center at NC State University. In addition to developing various teaching improvement programs, he worked with others to make the faculty reward system more supportive of teaching, reasoning that the center would fulfill its potential only if instructors believed their efforts to improve their teaching in scholarly ways would be rewarded through merit pay, re-appointment and tenure and promotion. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Establishing a National Board for the Peer Review of Scholarly Teaching: A Proposal for the Society of Park and Recreation Educators
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.