Panel sponsored by the American Philological Association Division of Education
Philadelphia, January 8-11, 2009
Organizers: Prof. Martha A. Davis (Temple University) and
Dr. Lee T. Pearcy (The Episcopal Academy)
Original research leading to peer-reviewed publication forms
an essential part of academic life, and it often plays a
major role in decisions about hiring and promotion. For the
most part our profession has ways of assessing and thinking
about research that leads to publication. Good teaching,
though, also demands extensive learning and sometimes calls
for innovative research in its own right. How can we think
about and evaluate research of this kind? Does a scholar who
spends a year or more developing an original course or
rethinking a familiar classroom topic deserve the same esteem
as one who spends that time producing a book or article?
This panel, sponsored by the APA Division of Education, will
explore research done in support of teaching. Among the
questions that prospective panelists may want to consider are
• Can we recognize research done in support of teaching
when we see it? What does it look like?
• How do we assess research done in support of
teaching? Can we tell excellent research from mediocre
research in the absence of peer-reviewed publication?
• How do we make institutions and our profession aware
of research done in support of teaching?
• How can we help each other become better scholars in
support of our teaching?
• What relation exists between research done in support
of teaching and research for publication?
Submit abstracts electronically to Prof. Martha Davis
(madavis AT temple.edu)by Friday, February 1, 2008. The abstract
proper should follow the APA guidelines (see p. 6 of the
program guide in the APA Newsletter,
t.pdf) and be anonymous. Papers will normally be no longer
than 20 minutes in delivery. Please include requests for