Transcript PowerPoint Template

Domains of Faculty Scholarship
Day 1 Reading
Faculty Research & Scholarship Workshop
Introduction
Hi! I’m Elise, a faculty member for
University of Phoenix. I’ve been invited to
talk with you about Boyer’s four domains of
faculty scholarship.
Shall we begin? First, let’s discuss Boyer’s
model.
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Boyer’s Model
In 1991, Ernest Boyer published Scholarship
Reconsidered, in which he proposed an expanded
definition of scholarship within the professoriate to
replace the traditional research model.
“What we urgently need today is a more inclusive
view of what it means to be a scholar--a
recognition that knowledge is acquired through
research, through synthesis, through practice, and
through teaching”(Boyer, 1991, Highlights of the
Carnegie Report section, para. 7).
Boyer, E. L. (1991). The scholarship of teaching from scholarship reconsidered: Priorities of the professoriate. College
Teaching, 39(1), 11. Retrieved from EBSCOhost.
Boyer’s Model
Boyer created a model for scholarship that
contains four scholarship domains:




Discovery
Integration
Application
Teaching
Boyer, E. L. (1992). Scholarship reconsidered: Priorities of the professoriate. Issues in Accounting
Education, 7(1), 87-91. Retrieved from EBSCOhost.
University of Phoenix Scholarship Model
University of Phoenix has adopted Boyer’s
model of scholarship and encourages all
interested faculty to pursue scholarship and
research in their academic and professional
fields.
Boyer’s four domains of scholarship are
accepted and supported in the University of
Phoenix Scholarship Model.
Let’s take a closer look at these domains.
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Domains of Scholarship: Discovery
“We take the position that research is at
the very heart of academic life, and we
celebrate what we call the scholarship of
discovery” (Boyer, 1992, p. 89).
Boyer, E. L. (1992). Scholarship reconsidered: Priorities of the professoriate. Issues in Accounting Education, 7(1), 87-91. Retrieved from EBSCOhost.
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Domains of Scholarship: Discovery
Purpose: Build new knowledge through traditional forms of academic research.
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Domains of Scholarship: Discovery
Examples of Discovery
Publishing or presenting in peerreviewed forums
Creating theoretical and practical
infrastructure for future studies
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Domains of Scholarship: Discovery
Examples of Discovery
Producing or performing creative work
within the established field, subject to
peer review and public scrutiny
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Why Scholarship of Discovery?
 Research contributes to the intellectual
climate of the university.
 Research is a creative process that is
necessary for advancing scholarship.
 The outcomes of research can potentially
enhance the meaning and efforts of the
institution itself.
Domains of Scholarship: Integration
“We need creative people who go beyond the
isolated facts; who make connections across the
disciplines; and who help shape a more coherent
view of knowledge and a more integrated, more
authentic view of life” (Boyer, 1992, p. 89).
Boyer, E. L. (1992). Scholarship reconsidered: priorities of the professoriate. Issues in Accounting Education, 7(1), 87-91. Retrieved from EBSCOhost.
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Domains of Scholarship: Integration
Purpose: Interpret the use of knowledge across disciplines.
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Domains of Scholarship: Integration
Examples of Integration
Preparing a comprehensive
literature review that
incorporates theory and
empirical findings to advance
knowledge
Writing a textbook for applied
use in multiple disciplines
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Domains of Scholarship: Integration
Examples of Integration
Collaborating with colleagues to design and
deliver innovative course content that improves
pedagogy through teaching strategies,
technology, and interdisciplinary synthesis of
course content
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Why Scholarship of Integration?
 The process of making connections across
disciplines expands thinking.
 Integration is closely related to, and often an
expansion of, the scholarship of discovery.
 Integration converges disciplines and
expands knowledge across multiple fields.
Domains of Scholarship: Application
“We need to relate theory and
research to the realities of life”
(Boyer, 1992, p. 90).
Boyer, E. L. (1992). Scholarship reconsidered: Priorities of the professoriate. Issues in Accounting Education, 7(1), 87-91. Retrieved from EBSCOhost.
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Domains of Scholarship: Application
Purpose: Aid society and professions in addressing problems.
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Domains of Scholarship: Application
Examples of Application
Serving industry or government as an external
consultant on improving processes,
performance, and outcomes
Assuming leadership roles in
professional organizations that represent
defined academic disciplines and higher
education goals
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Domains of Scholarship: Application
Examples of Application
Mentoring students to foster their professional
growth
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Why Scholarship of Application?
 Service, in a variety of forms, is a requirement
of faculty in most universities.
 Engagement in service contributes to the
greater academic and social community.
 Application develops an individual faculty
member’s credibility as an expert within his or
her field.
Domains of Scholarship: Teaching
“Scholarship means not only the ability to discover,
integrate, and apply knowledge; it also means to
inspire future scholars in the classroom—a process we
call the scholarship of teaching” (Boyer, 1992, p. 90).
Boyer, E. L. (1992). Scholarship reconsidered: Priorities of the professoriate. Issues in Accounting Education, 7(1), 87-91. Retrieved from EBSCOhost.
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Domains of Scholarship: Teaching
Purpose: Study and improve teaching models and practices to achieve optimal learning.
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Domains of Scholarship: Teaching
Examples of Teaching
Advancing learning theory through
documented classroom-based research
Developing and assessing
instructional materials
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Domains of Scholarship: Teaching
Examples of Teaching
Mentoring advanced graduate students in areas
of development and research to foster
excellence and quality in student research
projects and outcomes
Designing and implementing an innovative
assessment process at the course and
program levels to document learning
outcomes and to support excellence in
teaching
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Why Scholarship of Teaching?
 Innovation in teaching and learning is central to
improving as an educational institution.
 Reciprocal benefits between faculty and students can
emerge.
 Teaching will be enriched by building on what faculty
learn in exchanges with students.
 The scholarship of teaching and learning is most
common historically at the University of Phoenix.
Active Learning Keeps Scholarship Alive
I am suggesting that to keep scholarship alive, we need classrooms
where there is active, not passive, learning. . . . If students are not
stimulated by great teachers, if they do not become intellectually
engaged in creative learning, then all the talk about scholarship in its
richest, fullest sense will be simply a diversion” (Boyer, 1992, p. 90).
Boyer, E. L. (1992). Scholarship reconsidered: Priorities of the professoriate. Issues in Accounting Education, 7(1), 87-91. Retrieved from EBSCOhost.
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Conclusion
I hope you enjoyed this presentation and
have a better understanding of the domains
of scholarship.
If you would like to learn more about
Boyer’s model, I suggest reading the
following books:
 Scholarship Reconsidered: Priorities of
the Professoriate (Boyer, E. L.)
 Institutionalizing a Broader View of
Scholarship Through Boyer's Four
Domains (Braxton, J.M., Luckey, W., &
Helland, P.)
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