Virginia B. Spivey, Parme Giuntini, Renee McGarry, Michelle Millar Fisher, Karen Shelby, and Kathleen Wentrack, “White Paper on the Need for a Journal of Scholarship of Teaching and Learning,” ArtHistoryTeachingResources.org, November 11, 2015.
ABSTRACT: While art historians in higher education devote extensive amounts of time, effort, and energy to the job of teaching, the attitude persists that this role is separate, or even a distraction, from the primary responsibility to contribute as scholars in the field. Maintaining the duality of teaching and scholarly activity devalues the crucial relationship of pedagogical practice to art historical study, and precludes the potential for research in teaching and learning to have significant impact on the discipline itself. In order to realize this potential, the scholarship of teaching and learning in art history (SOTL-AH) must be acknowledged as a legitimate area of intellectual inquiry by the institutions and communities encompassing academic art history. A peer-reviewed journal devoted to SOTL-AH would facilitate this process by providing scholars a space to share research on pedagogical topics, and encourage further academic investigation and discourse around teaching and learning in art history.