ABSTRACT
Our chapter discusses the gendered division of academic research and teaching labor and seeks to effect change in how SoTL (scholarship of teaching and learning) is viewed and rewarded in professional contexts. In doing so, we speak to “the value of particular types of service or research (scholarship of teaching and learning).” Continuing the work of Myers (2008), who analyzed SoTL practices at one Northeastern public institution and found that women are more likely to engage in SoTL and that this engagement increases with years of teaching, our project is the first multi-institutional study analyzing professional and workplace expectations attached to SoTL and teasing out potential gender differences in doing SoTL itself. Our chapter also expands the work of Lueddeke (2008) at the University of Southampton, UK, which examined variation in professionalization of research on teaching by discipline, but never addressed related gender issues. Our study is explicitly aligned with Atkinson’s (2001) call for teaching to be recognized as scholarship to be valued in the academe. But has it been recognized and encouraged on our own campuses?
