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“‘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”
Examples:
a. Publish or present original research in public and/or peer-reviewed forums
b. Research mentoring of undergraduates
c. The pursuit of a terminal degree with submission and/or presentation of scholarly work
d. Community-based participatory research
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“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”
Examples:
a. Publication of books
b. Publication of review articles
c. Continuing education presentation/lecture
d. Presenting at a professional development workshop
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“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”
Examples:
a. Public lectures related to one’s field of expertise
b. Reviewer for a peer-reviewed journal
c. Preparing and submitting grant proposals
d. Consultant work associated with one’s field of expertise
e. Collaboration with state/federal/private agencies on issues relevant to one’s field of expertise
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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”. In other words, for Boyer, most important is content knowledge, since good pedagogy, with nothing to present, is not good for much.
Examples:
a. Designing and/or publishing materials related to the enhancement of teaching, such as new laboratory experiments, integration of technologies, or classroom activities
b. Presenting newly-developed pedagogical tools at professional meetings and conferences
c. Authoring textbooks or text-related materials, such as text chapters, study guides, ancillary materials, or test banks.
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