ABSTRACT From 1981 to 2015, the US Professors of the Year program recognized 101 college and university teachers as national winners in its annual competition for faculty who demonstrated “extraordinary dedication to undergraduate teaching.” Their dossiers provide a window onto the leading edge of teaching and educational leadership over a critical thirty-five years when innovative faculty nationwide sought to engage a more diverse set of students, enliven the teaching repertoires of their fields, develop new media for instruction, and encourage more active learning in their classrooms and beyond. But that is not all. As the pace of pedagogical change picked up, so too did the level of engagement with colleagues both on and beyond campus on educational issues. The roster of national winners has always included authors of text-books and other materials, but as time went on, a growing number were also making their approaches to pedagogical problems public through workshops, conference presentations, and publications. Increasingly engaged in the scholarship of teaching and learning, the US Professors of the Year reflect the emergence of a new view of the nature and source of teaching expertise and of what it means to be a “citizen” of the teaching commons.

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教学共享公民：SoTL 在美国年度教授中的兴起，1981-2015

摘要 从 1981 年到 2015 年，美国年度教授计划表彰了 101 名学院和大学教师在其年度教师竞赛中获得全国冠军，这些教师表现出“对本科教学的非凡奉献”。在关键的三十五年里，他们的档案提供了一个了解教学和教育领导前沿的窗口，当时全国的创新教师试图吸引更多样化的学生，活跃他们领域的教学曲目，开发新的教学媒体，以及鼓励在课堂内外进行更积极的学习。但这还不是全部。随着教学改革步伐的加快，与校园内外同事在教育问题上的参与程度也随之提高。全国获奖者名单一直包括教科书和其他材料的作者，但随着时间的推移，越来越多的人也通过研讨会、会议报告和出版物公开他们解决教学问题的方法。越来越多地从事教学和学习的学术研究，美国年度教授反映了对教学专业知识的性质和来源以及成为教学公地的“公民”意味着什么的新观点的出现。