Scholarship Issues

In his 1990 work Scholarship Reconsidered: Priorities of the Professoriate, Ernest Boyer asserts that “Scholarship is not an esoteric appendage, it is at the heart of what the profession is all about.” In Boyer’s view, weakening faculty commitment to scholarship “undermine[s] the graduate experience.”

Rejecting a definition of scholarship limited simply to the process of research, publication and conveying this knowledge to students, Boyer advocates a broader definition – consisting of four essential elements:

1. The Scholarship of Discovery
   This is what we usually mean by “research.” The Scholarship of Discovery contributes not only to the wealth of human knowledge but also to the intellectual climate of the University.
2. The Scholarship of Integration
   Integration attempts to give new insight to research by interpreting and drawing together information in light of the broader academic environment. This aspect of scholarship advocates connections across the disciplines.
3. The Scholarship of Application
   “ The scholar asks, 'How can knowledge be responsibly applied to consequential problems? How can it be helpful to individuals as well as institutions?' And 'Can social problems themselves define an agenda for scholarly investigation?'"
4. The Scholarship of Teaching
   Scholarly teaching introduces students to the best values of academia. It helps facilitates comprehension and leads to a fuller, more active participation in society. Teachers must endeavor to be well informed in their field. Good teaching stimulates active learning and encourages students to be critical. As a result of good teaching, students embark on a lifetime of learning!