Educational Studies

"Scholarship of discovery" refers to traditional scholarship, or the research into one's discipline and discovery of original ideas and presentation of papers on these ideas at conferences or publication in journals. This scholarship usually advances knowledge in one's discipline, and Boyer asserts that his study broadening scholarship does not mean to diminish traditional kinds of research, but rather to strengthen its importance”(17).

Keuka College EDU and PSY/CFS program examples:

• Mentoring graduate students on capstone projects
• Guiding undergraduate students on honors projects

• Conducting research with students (undergrad & grad)

"Scholarship of synthesis or integration" is a scholarship that synthesizes and interprets the original ideas of the scholarship of discovery, and adds new insights, often making scholarship more public and useful as a result. Boyer states that it is "making connections across disciplines, placing specialties in larger context, illuminating data in a revealing way, often educating non-specialists, too… through connectedness research is ultimately made authentic" (18-19).

Keuka College EDU and PSY/CFS program examples:

• Examining emerging topics for integration into current course work (i.e., extended work on Asperger’s Syndrome, new research in the area of anxiety in young children)

"Scholarship of engagement or application" is service to the outside world -- applying the knowledge of the disciplines to the real world, as well as allowing the world of social needs to define areas of investigation … "particularly needed in a world in which huge, almost intractable problems call for the skills and insights only the academy can provide" (23).

Keuka College EDU and PSY/CFS program examples:

• Writing books or chapters for publication
• Preparing for presentation at professional development events- working with local school districts andinstitutions
• Research projects examining needs of current student population needs

The term "scholarship of teaching and learning" is defined originally by Boyer as a careful planning and continuous examination of pedagogical procedures. He cautions however, that "teaching begins with what the teacher knows" (23). In other words, for Boyer, most important is content knowledge, since good pedagogy, with nothing to present, is not good for much.

Keuka College EDU and PSY/CFS program examples:

• Infusion of technology into the program
• Effects of the ‘flipped classroom’ on student learning

• Strengthening writing across the curriculum