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Scholarship Reconsidered

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Scholarship of Discovery. the most traditional and familiar model of research. ... Faculty Forum day was dedicated to understanding the teacher-scholar model at SCSU. ... – PowerPoint PPT presentation

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Title: Scholarship Reconsidered


1
Scholarship Reconsidered
  • (Re)Introduction to the Boyer Teacher-Scholar
    Model

Frankie Condon, Director CETL Pat Hauslein,
Assoc. Prof Biol Sci Ed
2
Priorities of the Professoriate 1990
  • Thus, the most important obligation now
    confronting the nations colleges and
    universities is to break out of the tired old
    teaching versus research debate and define, in
    more creative ways, what it means to be a
    scholar.
  • Boyer p. xii

3
The Boyer Model Taxonomy
  • give the ..term scholarship a broader more
    capacious meaning, one that brings legitimacy to
    the full scope of academic work.
  • Boyer p. 16

4
The Boyer Model Taxonomy
  • Specifically, we conclude that the work of the
    professoriate might be thought of as having four
    separate , yet overlapping functions.
  • The scholarship of discovery
  • The scholarship of integration
  • The scholarship of application
  • The scholarship of teaching
  • Boyer p. 16

5
Scholarship of Discovery
  • the most traditional and familiar model of
    research. Characterized by a sense of the
    importance of knowledge for its own sake, by
    freedom of inquiry, and by disciplined
    investigation.
  • Boyer p. 17

6
The Scholarship of Integration
  • research that makes connections across
    disciplines, places specialties in larger
    contexts. Serious disciplined work that seeks to
    interpret, draw together, and bring new insight
    to bear on original research.
  • Boyer p. 19

7
Scholarship of Application
  • Research that begins with questions like how can
    knowledge be responsibly applied to consequential
    problems? How can knowledge be helpful to
    individuals as well as institutions? Can social
    problems themselves define an agenda for
    scholarly investigation?
  • Boyer p. 21

8
Scholarship of Teaching
  • research that has as its aim transforming and
    extending what is known about teaching and
    learning
  • building bridges between the teachers
    understanding and the students learning.
  • Boyer p. 23

9
Small group discussion
  • Please break-up into groups of 4 and find
    examples from your own work that fit the four
    categories of Boyers model. Remember, the
    categories are overlapping and so may your
    activities.
  • 10 min in groups
  • 10 min in large group summary

10
Scholarship What does it look like?
  • What general characteristics can you find from
    the examples you generated that raises your
    day-to-day work to scholarship?

11
History of the Boyer Conversation at SCSU
  • Drawn from the May 1999 report written by then
    Center Director Roseanna Ross

12
History of Boyer at SCSU
  • 1996 1997
  • University chooses to apply the definitions and
    standards articulated in Ernest Boyers
    Scholarship Reconsidered Priorities of the
    Professoriate and Charles Glassick et als
    Scholarship Assessed Evaluation of the
    Professoriate.
  • North Central Accreditation team visiting SCSU
    suggests that teacher-scholar model is not
    broadly understood on the SCSU campus.

13
History of Boyer at SCSU
  • 1997 1998
  • CTL begins campus wide discussions of Boyer
    model.
  • Faculty express concerns.
  • Is the administration sincerely interested in
    this work?
  • Will the model be used in some way against
    faculty as a means of denying promotion or of
    creating more work for faculty.

14
History of Boyer at SCSU
  • 1998 1999
  • SCSU invited to participate in the Carnegie
    Teaching Academy Campus Program sponsored by the
    Carnegie Foundation and the AAHE.
  • Campus Conversations series is designed and
    organized by the CTL. A workshop entitled
    Demonstrating the Scholarship of Teaching is
    designed and offered to faculty.

15
History of Boyer at SCSU
  • 1998 1999 cont.
  • Department liaisons to CTL were designated for
    the purposes of organizing department
    conversations about the scholarship of teaching.
  • Faculty Forum day was dedicated to understanding
    the teacher-scholar model at SCSU. Glassick
    invited to campus

16
Breakdown of the SCSU Conversation
  • Faculty distrust of administrative commitment to
    the model
  • Faculty fears about workload issues and the
    commitment of the administration to recognizing
    the scholarship of teaching as THE work not as
    MORE or OTHER work
  • Concern about the interface of the Boyer/Glassick
    model and the SCSU promotion and retention
    process

17
Breakdown of the SCSU Conversation
  • Confusion about the difference between excellence
    in teaching and the scholarship of teaching.
    Following from that confusion, concern about when
    the Boyer/Glassick model addresses effective
    teaching and when it addresses scholarly and
    creative activity
  • Concern about unreasonable expectations i.e. that
    faculty in disciplines other than education, for
    example, might be required to publish both in
    their own disciplines and in education.

18
Definition of the Scholarship of Teaching (ala
Glassick)
  • Problem posing about an issue of teaching or
    learning
  • Study of the problem through methods appropriate
    to disciplinary epistemologies
  • Application of results to practice
  • Communication of results
  • Self-reflection
  • Peer review

19
Scholarship Assessed, Glassick
  • We have found that when people praise a work of
    scholarship, they usually mean that the project
    in question shows that it has been guided by
    these qualitative standards
  • Clear goals
  • Adequate preparation
  • Appropriate methods
  • Significant results
  • Effective presentation
  • Reflective critique

20
The final straw
  • Pat thinks Glassick finally extinguished
    whatever chance there was to get this
    conversation going at SCSU.

21
General Assumption of how Things are
Teaching
Research
Service
22
Faculty Work Integrating Responsibilities
Shared Discovery
Service Learning
Community Documentation
Krahenbuhl, 1998
23
Faculty work is fluid, complex and transformative
24
Faculty work is fluid, complex and transformative
25
Re-igniting the Conversation
  • The reality of our day-to-day work is not easily
    dis-integrated into easily distinguishable and
    isolated categories. There is significant and
    fruitful overlap between our work as scholars,
    teachers, committee members, participants in
    shared governance, and community members.

26
Re-igniting the Conversation
  • Linear interpretations of the five contractual
    areas of our contract and the attending
    bureaucratic processes by which our work tends to
    be measured and evaluated cannot yet account for
    the integration and overlap the lived
    complexity of our working lives.

27
Re-igniting the Conversation
  • In small groups consider the following questions
  • Can we recognize the everyday value of one
    anothers labor in teaching not only the
    material (promotion and tenure) value of that
    work?
  • Can we recognize and reward excellence in
    teaching as well as the scholarship of teaching?
  • Can we expand the range of ways in which the
    scholarship of teaching might be made public and
    reviewed?

28
And lastly
  • The Boyer Model, we believe, could serve as an
    elaboration of our contract as it is written as
    an independent source of support for a broad
    reading of those five contractual areas. The
    challenge for the institution will be to
    recognize in the context of supporting and
    evaluating faculty labor, the integration and
    overlap the complexity of our work and to
    give that integration and overlap individual and
    institutional meaning rather than maintaining its
    invisibility.
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