University Education Dilemma: Challenge of Incorporating Alternate Views of Scholarship and Teaching
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 141, Issue 1
Abstract
Forum papers are thought-provoking opinion pieces or essays founded in fact, sometimes containing speculation, on a civil engineering topic of general interest and relevance to the readership of the journal. The views expressed in this Forum article do not necessarily reflect the views of ASCE or the Editorial Board of the journal.
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References
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Braxton, J. M., Luckey, W., and Helland, P. (2002). “Institutionalizing a broader view of scholarship through Boyer’s four domains.”, Wiley Periodical, Hoboken, NJ.
Feldman, K. A. (1987). “Research productivity and scholarly accomplishments of college teachers as related to their instructional effectiveness: A review and exploration.” Res. High. Educ., 26(3), 227–298.
Hattie, J., and Marsh, H. W. (1996). “The relationship between research and teaching: A meta-analysis.” Rev. Educ. Res., 66(4), 507–542.
Jenkins, A. (2004). A guide to the research evidence on teaching-research relations, The Higher Education Academy, Heslington, England.
McCormick, A. C., and Zhao, C-M. (2005). “Rethinking and Reframing the Carnegie Classification.” Change, 37(5), 51–57.
Yates, J. K. (2012). “University education dilemma: The challenge of balancing teaching with scholarship.” Leadership Manage. Eng., 91–93.
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© 2014 American Society of Civil Engineers.
History
Received: Nov 25, 2013
Accepted: Dec 23, 2013
Published online: Feb 3, 2014
Discussion open until: Jul 3, 2014
Published in print: Jan 1, 2015
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