Standards for Scholarly and Creative Work (Boyer)
These standards are widely used to evaluate scholarly and creative work across the country. Although these standards are not explicitly called out in Boise State’s policies beyond the requirement of peer review, many will recognize them as central to the scholarship of discovery with which most of us are familiar. These standards cut across all four of the Boyer categories and can be used to assess scholarly and creative work.
- clear goals
- adequate preparation
- appropriate methods
- significant results
- effective presentation
- reflective critique
- Public dissemination
- Peer reviewed
For a more detailed discussion, seeA Framework For Community Engaged Scholarship
Poggenpohl, Sharon. (2015). Communities of Practice in Design Research.She Ji: The Journal of Design, Economics, and Innovation. 1. 10.1016/j.sheji.2015.07.002.
Traditional models of scholarly and creative activity–the scholarship of discovery–separate the activities of teaching and service from scholarly or creative expertise and standards. Increasingly, however, institutions have come to recognize the intersection of “teaching” with the scholarship of teaching and learning. As important are the intersections of “service” with the scholarship of application and the scholarship of integration (sometimes referred to as the scholarship of engagement, outreach scholarship, community engagement, etc.). When a faculty member’s disciplinary expertise is brought to bear on initiatives that serve the community, the profession, or the university, the work may have a scholarly dimension that is evident in the approach to the task, the results of the service (products, policies, organizations, etc.), or in work that feeds back into the discipline (new areas of research, or new approaches to teaching or scholarship, etc.). Scholarly and creative activities that fall under the categories of application or integration include applied research, policy analysis, technical assistance, technology transfer, and activities undertaken with a goal of building community capacity and competency. When a faculty member is engaged in the transmission of knowledge to public community members, as a representative of the academic community, that work can fall within teaching, application, or integration.
Adapted fromExamples For Documenting And Evaluating Faculty Service Office Of Academic Affairs P&T ResourceMAY 30, 2005 by Susan B. Hannah, Vice Chancellor for Academic Affairs, Indiana University – Purdue University – Fort Wayne
Figure 1illustrates how to distinguish whether an activity falls under engaged scholarship (another term for the scholarship of application), service, or the scholarship of discovery.
Franz, Nancy K., “Tips for Constructing a Promotion and Tenure Dossier that Documents Engaged Scholarship Endeavors” (2011). Education Publications and Papers. Paper 1. http://lib.dr.iastate.edu/edu_pubs/1
Example of Boyer Model:Long, Billy. “The Tenure Process in Higher Education: An Application of the Boyer Model of the Professoriate to Create a Coherent Record of Scholarly Productivity”International Journal of Humanities and Social ScienceVol 4, No. 9; July 2014: 43-50.
