artículo
The scholarship of teaching and learning in public administration: An agenda for future research
Fecha
2024Registro en:
10.1080/15236803.2023.2294654
Autor
McDonald, Bruce
Hatcher, William
Bacot, Hunter
D. Evans, Michelle
McCandless, Sean
McDougle, Lindsey
L. Young, Sarah
Elliott, Ian
Emas, Rachel
Yi Lu, Elaine
Abbott, Michaela
Bearfield, Domonic
Berry-James, RaJade M.
Blessett, Brandi
L. Borry, Erin
Diamond, John
Franklin, Aimee
Gaynor, Tia Sheree
GONG, Ting
Goodman, Doug
Guy, Mary
L. Hall, Jeremy
Hatch, Megan
Jin, Myung H.
Jordan, Meagan
Levine Daniel, Jamie
Love, Jeannine M.
Maher, Craig S.
Menifield, Charles
O'Flynn, Janine
Rosemary O'Leary
Peng Liu
Pliscoff, Cristian
Gabriel Puron-Cid
Sara Rinfret
Jessica Sowa
Edmund C. Stazyk
Kendra Stewart
Ador R. Torneo
Kimberly Wiley
Yahong Zhang
Institución
Resumen
Two essential questions for those leading the field of public administration are: What do we teach our students, and how do we train them? As scholars, we pay significant attention to our research, often to the detriment of recognizing the potential for merging our research with teaching through the Scholarship of Teaching and Learning (SoTL). However, given our students’ leadership positions, SoTL-related work is vital to their success. In this article, we have come together to reflect on the state of SoTL’s work in public administration. Through this reflection, we explore the windows of opportunity for research that we see emerging. Included among these opportunities is the need for research on how we can best serve students in and out of the classroom, as well as research the most effective way of managing our programs. We also see the need for research into faculty development, instructional design, and the return on investment for a public administration degree. Lastly, we argue for improved recognition of the value and contribution of SoTL-related work in tenure and promotion standards.