Boyer’s Series: How the Domains Grow Your Scholarship

Boyer’s Series: How the Domains Grow Your Scholarship

This is the third in a three-part series. Use the links below to view the rest of the series:

As a practitioner-scholar faculty your education and experiences help sharpen your teaching in the classroom.  In the last of the Boyer’s Series we reflect on how to integrate the Boyer’s model into your research and scholarship agenda and grow your professional development. What recent experiences have you had that have strengthen your teaching and your professional experiences?  What is your current research and scholarship goal?  Here are four considerations from the Boyer’s Model perspective:

Plan forward:

Faculty scholarship is a lifecycle- for example, teaching and learning might lead to a new method, testable and published as discovery, which could lead to application, such as spearheading change on a board.  Or, perhaps you publish a review of best-practices, which then informs your teaching.  

What domains are you engaged in?  How can a domain you are curently engaged in lead to a next step?  

Define a goal outcome:

Faculty behaviors are classifiable.  This means when you are creating a plan, you can plan for what behaviors you want to engage in in relation to the scholarship domain. Scholarship behaviors are inclusive of: scholarly activity and unpublished and published scholarly outcomes.  

a.       Scholarly activity: common in scholarship of application and teaching and learning, behaviors that use discipline specific skills and knowledge to complete a task.  Examples include:  service on a committee or board, developing a lecture or course, directing a project.

b.      Scholarly outcomes: common across all domains, meeting the criteria of being in a public forum, open to critical appraisal, and in a form that other members of the scholarly community can use

          i.      Unpublished examples: conducting a study for a local, applied, or institutional organization, a presentation of a report on results or theory to an organization, giving a recorded talk or lecture.

          ii.      Published examples: research article in an academic journal, theory text book chapter for an education press, praxis-paper in a professional journal.

It critical to plan for unpublished and published scholarship outcomes, as these allow you to demonstrate a record of your scholarship. Scholarly activity can be translated into a scholarly outcome. 

Target domains critical to your discipline:

UOPX is a doctoral-granting university, sitting at the intersection of research universities and liberal arts colleges.   Research is emphasized in the doctoral school, particularly with dissertation chairs, but it is engaged in by all graduate faculty to varying degrees and occurrences and supported for all faculty.  If you are faculty in a doctoral school, you likely need to plan for scholarship of discovery.   When creating a scholarship plan, reflect on what is best appropriate for your discipline or expertise. 

Do you teach in a program that looks at synthesis, an aspect of integration?  Do you work in a discipline that focuses on teaching, an aspect of applying your expertise to teaching and learning?

What are current questions in your field?  What approaches are best aligned to current issues?   

Recognize your worth:

Translating your experiences into scholarship outcomes is critical to asserting yourself as a vital part of the larger discipline conversation.  If you were to exam two different testing strategies in your course and find that one strategy is better, this is important to you.  However, without translating this into a publically available work that can be used by others in the academic or applied community, your work’s impact stops at your classroom.  Similarly, would you conduct a study to look at what leadership strategies are evident in top CEOs vs CPOs, but then not publish it?

Don’t forget to document your scholarship!  Regularly update your CV and your professional profiles with works in progress and completed.  Toot your horn, and find colleges with similar interests! 

In closing

While this blog focuses on the individual faculty, a faculty member’s work cannot occur in isolation.  Adopting a broader definition of scholarship will be unsuccessful if there is not a shared vision, a university scholarship culture. We invite you to join us in this mission and vision for a shared culture of faculty scholarship - across domains and adaptable to meet the goals and focus of our diverse colleges.  We are here to support your professional development as a practitioner-scholar.  

About the Author



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