Summary of Reform Concepts. All reform concepts contain an implicit call to broaden and generalize traditional notions of scholarship in order to make progress against relevant problems which vex undergraduate teaching and learning at levels of individual teacher and course.

Walker discussing broading notions of scholarship

The goal is to produce a body of scholarship that may deviate from conventional forms, and that may not be applicable over disciplines, categories of student, or institutional type but which nevertheless is more used by teachers and contributes more to the learning of students than does past educational research.

Conception of Teaching: The argument here … and Lee Shulman is a major proponent ... is that teaching is not just technique (though technique has gotten the lion’s share of attention in teaching-improvement efforts) but an enactment, rather, of our understanding of our disciplinary, interdisciplinary or professional field and what it means to know it deeply. As Shulman wrote recently "a scholarship of teaching will entail a public account of some or all of the full act of teaching—vision, design, enactment, outcomes, and analysis—in a manner susceptible to critical review by the teacher’s professional peers, and amenable to productive employment in future work by members of that same community."

Scholarship Assessed: Glassick, Huber, and Maeroff (1997) in Scholarship Assessed: Evaluation of the Professoriate. Jossey-Bass review the history of scholarship in American academe and describe general standards for all forms of scholarship. These standards “pull together” many of the concepts noted in this section.

More detail on the standards- (Unit 3 b, page 23,)