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No reform effort in American higher education in the last twentyyears has been more important than the attempt to enlarge thedominant understanding of the scholarly work of faculty—whatcounts as scholarship. Faculty Priorities Reconsidered assesses theimpact of this widespread initiative to realign the priorities ofthe American professoriate with the essential missions of thenation's colleges and universities: to redefine faculty roles andrestructure reward systems.
Faculty Priorities Reconsidered traces the history of themovement to redefine scholarship. It examines the impact of the1990 landmark report Scholarship Reconsidered: Priorities of theProfessoriate from The Carnegie Foundation for the Advancement ofTeaching, and the decade-long work of the American Association forHigher Education's Forum on Faculty Roles and Rewards thatinitiated and sustained much of the work reported on here. Thestruggles to move beyond narrow definitions of research, todistinguish between scholarly teaching and the scholarship ofteaching while acknowledging the importance of both, to encouragefaculty engagement in meeting the scholarly needs of the largercivic community, and to recognize the importance of academicsynthesis and integration—all elements of a broaderunderstanding of scholarship—are addressed in this book.
In Faculty Priorities Reconsidered the leading pioneers of themovement reflect on their own work with campuses nationwide andexamine concrete issues involved in introducing new perspectives onthe different forms of scholarship. In addition, the book containsstudies of nine very diverse institutions—Madonna, AlbanyState, South Dakota State, Kansas State, Portland State, andArizona State universities, Franklin College, the University ofPhoenix, and the University of Colorado School of Medicine. Eachstudy tells a unique story of the struggle to change faculty workand its rewards.
This book offers practical advice to academic leadersconsidering similar changes and responds to questions for thefuture about encouraging, supporting, assessing, and rewardingmultiple forms of scholarship.
Foreword (Russell Edgerton).
Acknowledgments (KerryAnn O’Meara and R. Eugene Rice).
Introduction (KerryAnn O’Meara and R. Eugene Rice).
PART ONE: CONTEXT.
1. “Scholarship Reconsidered”: History and Context(R. Eugene Rice).
2. The Four Forms of Scholarship.
The Scholarship of Teaching and Learning Today (Mary TaylorHuber, Pat Hutchings, and Lee S. Shulman).
Tracing the Scholarship of Engagement Through My ProfessionalMemoirs (Amy Driscoll).
The Scholarship of Discovery (George E. Walker).
The Scholarship of Integration (David K. Scott).
3. Issues of Implementation.
Scholarship Reconsidered: Barriers to Change (Robert M.Diamond).
Redefining Scholarship: A Small Liberal Arts College’sJourney (Kenneth J. Zahorski).
Preparing Future Faculty and Multiple Forms of Scholarship(Jerry G. Gaff).
PART TWO: LESSONSLEARNED FROM CAMPUSSTUDIES.
4. A Question of Mission: Redefining Scholarship at FranklinCollege (David G. Brailow).
5. Redefining the Culture of Scholarship: Madonna University(Dennis Bozyk).
6. Encouraging Multiple Forms of Scholarly Excellence at AlbanyState University (Barbara DeVeaux Holmes).
7. Faculty Scholarship in a Nontraditional University: TheUniversity of Phoenix (Catherine Garner, William Pepicello, andCraig Swenson).
8. Ensuring Equity Across the Missions of a Land-GrantUniversity: South Dakota State University (Carol J. Peterson andDiane Kayongo-Male).
9. Optimism With Our Eyes Wide Open: Reconsidering Scholarshipat Kansas State University (Victoria L. Clegg and Gretchen R.Esping).
10. Identifying and Managing University Assets: A Campus Studyof Portland State University (John Rueter and Talya Bauer).
11. Signs of Change at a Research-Extensive University:Promoting the Scholarship of Teaching and Learning at Arizona StateUniversity (Don Evans, Judy Grace, and Duane Roen).
12. Broadening the Definition of Scholarship: A Strategy toRecognize and Reward Clinician-Teachers at the University ofColorado School of Medicine (Steven R. Lowenstein and Robin A.Harvan).
PART THREE: NATIONALPERSPECTIVES.
13. Effects of Encouraging Multiple Forms of ScholarshipNationwide and Across Institutional Types (KerryAnnO’Meara).
14. Principles of Good Practice: Encouraging Multiple Forms ofScholarship in Policy and Practice (KerryAnn O’Meara).
15. The Future of the Scholarly Work of Faculty (R. EugeneRice).
Table A.1: Catalysts.
Table A.2: Barriers.
Table A.3: Increases and Improvements From Reform.
Table A.4: What Counts for Faculty Evaluation.
Table A.5: Change in Reward Systems.
Table A.6: Criteria Used to Evaluate Scholarship.
Table A.7: Support for a Broader Definition of Scholarship.
Table A.8: Acceptance of Multiple Forms of Scholarship WithinInstitutional Cultures.