Sitting at the edge of (most) disciplines: Contemplating the contemplative in classroom practice

A review of The Contemplative Mind in the Scholarship of Teaching and Learning

Authors

  • Huang Hoon Chng National University of Singapore

DOI:

https://doi.org/10.20343/teachlearninqu.7.1.13

Keywords:

Contemplative Pedagogy, SoTL, Reflective Practices, Margins of Discourse, Institutional Cultural Change

Abstract

A review of The Contemplative Mind in the Scholarship of Teaching and Learning by Patricia Owen-Smith, Indiana University Press, 2018.

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Author Biography

Huang Hoon Chng, National University of Singapore

Dr Chng Huang Hoon is an Associate Professor (English Language & Literature) at the National University of Singapore (NUS). She has degrees in Linguistics (PhD, University of Texas at Austin) and Philosophy (B.A. Honours, NUS) She has a concurrent appointment as Associate Provost (Undergraduate Education, 2012-present) and Director (Chua Thian Poh Community Leadership Centre, from January 2019) at NUS. She is a member of the Board of Directors of the International Society for the Scholarship of Teaching and Learning (ISSOTL), serving as Regional Vice President (Asia Pacific), and has established a related education network in Asia called SoTL-Asia. Her most recent papers include “The idea of the university: National asset or ivory tower”? in Places of Engagement: Reflections on Higher Education in 2040 - A Global Approach, Armand Heijnen and Rob van der Vaart (eds.), Amsterdam University Press, 2018; and “Teaching excellence and the rise of education focused employment tracks” (with Johan Geertsema, Mark Gan and Alan Soong), in Global Perspectives on Teaching Excellence: A New Era for Higher Education, Christine Broughan, Graham Steventon and Lynn Clouder (eds.), London: Routledge, 2018.

References

Berg, M., and Seeber, B.K. (2016), The Slow Professor: Challenging the Culture of Speed in the Academy, University of Toronto Press.

Boshier, R. (2009), “Why is the scholarship of teaching and learning such a hard sell?”, in Higher Education Research & Development, 28:1, pp.1-15.

Boyer, E.L. (1990), Scholarship Reconsidered: Priorities of the Professoriate, New York: Jossey Bass.

Franzese, Alexis T. and Felten, Peter (2017), “Reflecting on reflecting: Scholarship of Teaching and Learning as a tool to evaluate contemplative pedagogies”, International Journal for the Scholarship of Teaching and Learning, Vol. 11: No. 1, Article 8.

Ginsberg, S.M. and Bernstein, J.L. (2011), “Growing the scholarship of teaching and learning through institutional cultural change”, Journal of the Scholarship of Teaching and Learning, Vol.11, No.1, pp.1-12.

Huber, M.T. (2006), “Disciplines, pedagogy, and inquiry-based learning about teaching”, in Exploring Research-Based Teaching”, Special Issue, New Directions for Teaching and Learning 107:63-72.

Marcketti, S., VanDerZanden, A.M., and Leptien, J.R. (2015), “SoTL champions: Leveraging their lessons learned”, International Journal for the Scholarship of Teaching and Learning, Vol. 9, No.1, Article 4.

Schroeder, C. (2007), “Countering SoTL marginalization: A model for integrating SoTL with institutional initiatives”, International Journal for the Scholarship of Teaching and Learning, Vol. 1, No.1, Article 15.

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Published

2019-03-29

How to Cite

Chng, Huang Hoon. 2019. “Sitting at the Edge of (most) Disciplines: Contemplating the Contemplative in Classroom Practice: A Review of The Contemplative Mind in the Scholarship of Teaching and Learning”. Teaching and Learning Inquiry 7 (1):191-95. https://doi.org/10.20343/teachlearninqu.7.1.13.

Issue

Vol. 7 No. 1 (2019): Teaching & Learning Inquiry

Section

Teaching & Learning Inquiry Reviews

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Copyright (c) 2019 Huang Hoon Chng

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.