The Rhetorical Situation: Examining the Framing of Professional Development

The Rhetorical Situation: Examining the Framing of Professional Development The Rhetorical Situation Examining the Framing of Professional Development Barbara Schneider The Carnegie Foundation’s 1990 publication of Ernest Boyer’s Scholarship Reconsidered: Priorities of the Professoriate, followed by its 1998 publication of “Reinventing Undergraduate Education: A Blueprint for America’s Research Universities,” commonly called the Boyer Report,1 consolidated emerging and fragmentary concerns about undergraduate teaching. In Scholarship Reconsidered, Boyer urged colleges and universities to expand their definition of scholarship to include discovery, interdisciplinary integration, application of learning to current problems in both the university and the public domain, and, importantly, teaching. He acknowledged the inordinate weight given to primary research at most institutions and argued that the system of faculty requirements and rewards had to be transformed to support his expanded vision of scholarship. Most importantly, he argued that teaching must be valued as a scholarly enterprise. Eight years later, the Boyer report reiterated the call for an expanded vision of scholarship but addressed itself specifically to research institutes and argued forcefully that research universities were failing their undergraduate students and that only a “radical reconstruction” of teaching could save them (6). The reports touched off an avalanche of editorial comments from institutions of higher education and the media. Some http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture Duke University Press

The Rhetorical Situation: Examining the Framing of Professional Development

Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, Volume 8 (3) – Oct 1, 2008

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Publisher
Duke University Press
Copyright
© 2008 by Duke University Press
ISSN
1531-4200
eISSN
1531-4200
DOI
10.1215/15314200-2008-009
Publisher site
See Article on Publisher Site

Abstract

The Rhetorical Situation Examining the Framing of Professional Development Barbara Schneider The Carnegie Foundation’s 1990 publication of Ernest Boyer’s Scholarship Reconsidered: Priorities of the Professoriate, followed by its 1998 publication of “Reinventing Undergraduate Education: A Blueprint for America’s Research Universities,” commonly called the Boyer Report,1 consolidated emerging and fragmentary concerns about undergraduate teaching. In Scholarship Reconsidered, Boyer urged colleges and universities to expand their definition of scholarship to include discovery, interdisciplinary integration, application of learning to current problems in both the university and the public domain, and, importantly, teaching. He acknowledged the inordinate weight given to primary research at most institutions and argued that the system of faculty requirements and rewards had to be transformed to support his expanded vision of scholarship. Most importantly, he argued that teaching must be valued as a scholarly enterprise. Eight years later, the Boyer report reiterated the call for an expanded vision of scholarship but addressed itself specifically to research institutes and argued forcefully that research universities were failing their undergraduate students and that only a “radical reconstruction” of teaching could save them (6). The reports touched off an avalanche of editorial comments from institutions of higher education and the media. Some

Journal

Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and CultureDuke University Press

Published: Oct 1, 2008

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