Domains of Faculty Scholarship

1. Domains of Faculty Scholarship Day 1 Reading Faculty Research & Scholarship Workshop

2. 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.

3. 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.

4. 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.

5. 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.

6. 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.

7. Domains of Scholarship: Discovery Purpose: Build new knowledge through traditional forms of academic research.

8. Domains of Scholarship: Discovery Examples of Discovery Publishing or presenting in peer-reviewed forums Creating theoretical and practical infrastructure for future studies

9. Domains of Scholarship: Discovery Examples of Discovery Producing or performing creative work within the established field, subject to peer review and public scrutiny

10. 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.

11. 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.

12. Domains of Scholarship: Integration Purpose: Interpret the use of knowledge across disciplines.

13. 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

14. 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

15. 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.

16. 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.

17. Domains of Scholarship: Application Purpose: Aid society and professions in addressing problems.

18. 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

19. Domains of Scholarship: Application Examples of Application Mentoring students to foster their professional growth

20. 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.

21. 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.

22. Domains of Scholarship: Teaching Purpose: Study and improve teaching models and practices to achieve optimal learning.

23. Domains of Scholarship: Teaching Examples of Teaching Advancing learning theory through documented classroom-based research Developing and assessing instructional materials

24. 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

25. 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.

26. 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.

27. 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.)