Number: 419
Subject: EVALUATION OF THE PROFESSORIATE
THE MEANING OF SCHOLARSHIP
For
many people, the term "scholarship" is applied only to those engaging
in original research. However, the faculty and administration of
THE
SCHOLARSHIP OF DISCOVERY
Few concepts are held in higher regard
than the commitment to discovery. Certainly, research is central to the work of
higher education because it contributes to the stock of human knowledge, and
the probing mind of the researcher is an asset to any institution. Scholarly
investigation, in all the disciplines, is at the very heart of academic life,
and the pursuit of knowledge must be cultivated and defended. The intellectual
excitement fueled by this quest for the unknown enlivens faculty and
invigorates learning institutions and, in our complicated, ever-changing world,
the discovery of new knowledge is absolutely crucial.
THE
SCHOLARSHIP OF INTEGRATION
The scholarship of integration
recognizes the need for scholars who can give meaning to isolated facts by
making connections across the disciplines and illuminating data in a less
complicated way. The key to the scholarship of integration is a process that
seeks to interpret, draw together, and bring new insight to original research.
The scholarship of integration
implies interpretation, fitting one's own research--or the research of
others--into larger, intellectual conclusions. The distinction between
"discovery" and "integration" can best be understood by the
questions posed. Those engaged in discovery ask, "What is to be known;
what is to be found?" Those engaged in integrative scholarship ask,
"What do the findings mean; is it possible to interpret what has been
discovered in ways that provide a larger, more comprehensive
understanding?"
The scholarship of integration calls
for the power of critical analysis and interpretation. Such concepts have a
legitimacy of their own and, if carefully pursued, can lead the scholar from
information to knowledge and, perhaps, from knowledge to wisdom.
THE
SCHOLARSHIP OF APPLICATION
The scholarship of application takes
into consideration the scholarships of discovery and integration and asks,
"How can this new knowledge be responsibly applied to consequential
problems?" The commitment is to find the connection between theory and
practice.
The scholarship of application is
not a one-way street. Indeed, the term itself may be misleading if it suggests
that knowledge is first "discovered" and then applied. The process is
far more dynamic. Intellectual understanding arises out of the process of application.
During the process of scholarly application, theory and practice vitally
interact, and one renews the other.
THE
SCHOLARSHIP OF TEACHING
The work of the educator becomes
significant only as it is understood by others. Indeed, as Aristotle said,
"Teaching is the highest form of understanding." At
As a scholarly enterprise, teaching
is keyed to knowledge. Thus, those who teach must, above all, be well informed
and well trained in the knowledge of their field.
Teaching is a dynamic endeavor that
must build bridges between the teacher's knowledge and the student's learning
skills. Teaching not only requires the transmission of information, it implies
the art of taking that information and transforming it into knowledge. The
process of teaching must be carefully planned, continuously examined, and
related directly to the subject taught. A good teacher stimulates the learning
process and encourages students to be critical as well as creative thinkers,
with a capacity to continue learning throughout their lives.
The teaching process should also
include service and educational integrity that contribute to the academic
excellence of the institution. For instance, the maintaining of office hours to
assist students, the keeping of accurate records--students' grades and
attendance--and the distributing of grades to protect the meaning of academic excellence
are all part of the teaching process.
HOW CAN
SCHOLARSHIP BE EVALUATED?
I. The
Scholarship of Discovery
For the most part, the scholarship
of discovery is measured by the number of published articles and the quality of
the journals carrying the articles. There is, in most disciplines, a fairly
clear hierarchy of journals and a recognized process of peer review. The key to
success in the scholarship of discovery is having articles published, and the
more prestigious the journals, the fewer articles required.
II. The
Scholarship of Integration
The scholarship of integration takes
into account a broad range of activities. Integration includes writing
textbooks and publishing articles for non-specialists--often called
"popular writings,"--workbooks, computer software, videos, etc. The
process of integration takes several types or pieces of information and
integrates them into a useful body of knowledge. Integration can lead to new
courses or cross-discipline courses that synthesize information from more than
one discipline.
III. Applied
Scholarship
Designing/upgrading courses in a
discipline and participating in curricula planning, assessment, and innovations
are examples of yet another type of professional work deserving recognition. In evaluating applied scholarship, key questions should be
asked: Have course/program objectives been well defined? Has the relevant
literature been cited and integrated into the course? Is the material relevant
and current to the discipline? Is the course academically sound and capable of
advancing knowledge to the discipline?
IV. The
Scholarship of Teaching
The scholarship of teaching requires
skills relative to organizing and disseminating knowledge through predefined
learning competencies. The development
of clearly defined and organized course syllabi, study guides, course outlines,
course bibliographies, and course activities ultimately define the
instructor.
For the scholarship of teaching to
be given validity, it must be assessed. Such assessments should come from at least
two sources: peers and students.
Peer assessment should allow
qualified faculty to review course outlines, evaluate assigned materials,
review assignments, and evaluate examinations used by the instructor relative
to specific courses.
Student assessment should
anonymously solicit specific information from students through clearly defined
survey questions.
The four scholarly functions
previously identified are of value to all institutions of learning. However,
the weight given to each scholarly endeavor should be determined by the unique
mission or purpose of the institution. For a large research institution with
doctoral programs, the scholarship of discovery may well be appropriate.
However, for a small, specialized institution where the main objective is with
undergraduate and master level students, the scholarship of application and
teaching should be valued more than the discovery of knowledge. The faculty and
administration of
EVALUATING
THE PROFESSORIATE AT AMBERTON UNIVERSITY
It would be difficult, if not
inappropriate, for an evaluation of the professoriate to be reduced to a single
number or grade. The complexity of the professoriate mandates an evaluation
methodology that takes into consideration the relationships between a multitude
of factors--self-development, information dissemination skills, teaching
skills, relationships with students, peer cooperation, program development,
service, anticipated contributions, etc.
To best serve the students, the professoriate is evaluated annually and,
based upon performance and need, the University will extend one-year contracts
to those who have and will contribute most to the needs and plans of the University.