In 2007 the MLA Committee on Professional Employment published a Report on evaluating scholarship for tenure and promotion. The following year, Dana Ringuette observed that his institution had (for some time) been doing eighteen of the twenty recommendations. He concludes that the conversation about scholarship has been overdetermined by the PhD granting institutions and that research professors have not thought through “what it means to be primarily a teacher in a community of research, writing, and scholarly exchange” (“We Need to Talk“). The ambivalence and uncertainty about the relationship between scholarship and teaching, Ringuette goes on to say, suggests the need for a far reaching conversation about what we do.
Scholarship and teaching–reading and writing on the one hand, and teaching on the other–are difficult to sustain no matter where one happens to be. To some degree, academic institutions expect those on the tenure-track faculty to engage in scholarship through the phases of their academic careers. And given the relatively high teaching loads and expectations for service to the college and community the same questions come up year after year. What is the between scholarship and teaching? How might we nurture our intellectual lives as both scholars and as teachers? The persistence of these questions suggests the need for new language to define the relationship between scholarship and teaching. We need to move beyond de-contextualized generalizations about the life of the mind and inspired manifestos about our humanistic commitments. And we need more than definitions of teaching as a form of scholarship. Instead we need stories that foreground our lives as teachers and that define our intellectual work around our primary function and teachers and educators. In short, we need fewer complaints about intellectual lives out of step with the mission and values of our colleges and more examples of striving to take advantage of the less-then-ideal situations in which we find ourselves.