Evaluating Discipline-Based Education Research for Promotion and Tenure |
| |
| Authors: | Erin L. Dolan Samantha L. Elliott Charles Henderson Douglas Curran-Everett Kristen St. John Phillip A. Ortiz |
| |
| Affiliation: | 1.Department of Biochemistry and Molecular Biology,The University of Georgia,Athens,USA;2.St. Mary’s College of Maryland,St. Marys City,USA;3.Western Michigan University,Kalamazoo,USA;4.Colorado School of Public Health,University of Colorado Denver,Denver,USA;5.James Madison University,Harrisonburg,USA;6.State University of New York,Albany,USA |
| |
| Abstract: | Discipline-based education research (DBER) is an emergent, interdisciplinary field of scholarship aimed at understanding and improving discipline-specific teaching and learning. The number of DBER faculty members in science, technology, engineering, and mathematics (STEM) departments has grown rapidly in recent years. Because the interdisciplinary nature of DBER involves social science, senior STEM faculty members may find it challenging to evaluate the quality or impact of DBER scholarship. This essay aims to address this issue by providing guidance on evaluating the scholarly accomplishments of DBER faculty members in a way that is useful to departmental colleagues and administrators during the tenure and promotion evaluation process. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
