THE BROAD HORIZONS
OF SCHOLARSHIP:
APPLYING BOYER’S MODEL
Nathan Lindsay & Dan Stroud
School of Nursing Presentation
October 30th, 2013
Presentation
Learning Outcomes
Participants in this session will be
able to:
 outline the four areas of scholarship
recommended by Boyer
 describe how these can be applied within the field
of nursing
 analyze examples of how this has been
implemented at several institutions
 recommend ways to implement Boyer’s principles
at UMKC
During the fall semester, at which of
the following KC events/locations are
you most likely to be found?
6.
7.
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In the Country Club Plaza
At the Kansas City Zoo
In the Jazz District
At a Chiefs game
In the library
Walking my dog in my
neighborhood
At an assessment workshop
In
1.
Which of the following qualities is most
important in a new graduate nurse?
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Ability to be decisive, even in
urgent situations
The ability to communicate clearly
Skills in managing multiple tasks
by prioritizing and delegating
Successful participation in a
teamwork environment
Providing care for all patients,
respecting the diversity of each
patient
Ability to build a trusting
relationship with patients and coworkers
Making sounds judgments using
education, experience, and
available resources
A
1.
There are many different types of
scholarship that I value in my work.
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Strongly agree
Agree
Neither agree nor
disagree
Disagree
Strongly disagree
Not applicable
S
1.
Scholarship:
Beginnings & Theory
Ernest Boyer
 “Since colonial times, the American Professoriate has responded
to mandates both from within the Academy and beyond. First
came teaching, then service, and finally the challenge of
research.”
-
From Boyer’s Scholarship Reconsidered: Priorities of the Professoriate
(1990)
 In this seminal work, Boyer calls for an end to “old teaching
versus research” debate, while broadening the scope of
scholarship to include:
1.
2.
3.
4.
Scholarship of discovery
Scholarship of integration
Scholarship of application
Scholarship of teaching
Scholarship in
Nursing
Definition - those activities that
systematically advance the teaching, research, and practice of
nursing through rigorous inquiry
that:
1. Is significant to the profession
2. Is creative
3. Can be documented
4. Can be replicated or elaborated
5. Can be peer reviewed
American Association of Colleges of Nursing: Advancing Higher Education in Nursing (2013).
Accessed at http://www.aacn.nche.edu/publications/position/defining-scholarship
Scholarship
Assumptions
 Nurses in academia have a responsibility
to not only engage but also to increase and carry
scholarship forward.
 Scholarship in nursing can produce various types of
knowledge based on context and setting.
 All four dimensions of scholarship can be considered fluid,
dynamic and having the ability to overlap.
 Emphasis on scholarship is maintained and promoted at all
levels of faculty development.
Canadian Association of Schools of Nursing.
Accessed at http://www.casn.ca/en/46.html
Scholarship of
Discovery
Definition
- “Is inquiry that produces the disciplinary
and professional knowledge that is at the heart of
academic pursuits.
- In nursing, … “it takes an expanded view of health
by emphasizing health promotion, restoration, and
rehabilitation, along with a commitment to caring
and comfort.”
See American Association of Colleges of Nursing, accessed at
http://www.aacn.nche.edu/publications/position/defining-scholarship.
Scholarship of
Discovery
 At its best, the scholarship of
discovery makes generous contributions, not only
to human knowledge in general, but as Boyer
intimates, it also adds “to the intellectual climate
of a college or university.”
 Examples
1. James Watson – DNA research
2. Hannah Arendt – Political philosopher
3. Noam Chomsky – Transformed linguistics
Achieving Excellence
in Scholarship
Six Standards
1. Clear Goals
2. Adequate Preparation
3. Appropriate Methods
4. Significant Results
5. Effective Presentation
6. Reflective Critique
See Scholarship assessed: Evaluation of the professoriate by Glassick,
Taylor Huber, and Maeroff (1997)
Types of Discovery
Scholarship
1. Primary empirical research

A variety of qualitative and quantitative designs is used,
including experimental, quasi-experimental, descriptive, exploratory,
case studies, and ethnography. Source materials include primary
empirical measurements, observations and specimens, databases created
for other purposes, and published reports of research.
2. Historical research
3. Theory development
4. Methodological studies
5. Philosophical studies
American Association of Colleges of Nursing: Advancing Higher Education in Nursing (2013).
Accessed at http://www.aacn.nche.edu/publications/position/defining-scholarship
Scholarship of
Discovery (Examples)
1. Faculty member is the main investigator on a
research team. Team’s purpose is to identify
mediating effects of physical activity on fatigue in
patients with Chronic Obstructive Pulmonary Disease
(COPD).
2. A team of faculty undertake a study to describe
characteristics, attitudes and communications of nurses
regarding hospice and caring for terminally ill patients.
Scholarship of
Discovery
Discussion
 What types of the Scholarship of Discovery
have you and your colleagues engaged in
recently, or what are you plans for the coming
year?
 What Scholarship of Discovery from other
researchers has been useful to you or influential
in your work?
Scholarship of
Integration
Definition
- “Refers to writings and other products that use
concepts and original works from nursing and other
disciplines in creating new patterns, placing
knowledge in a larger context, or illuminating the
data in a more meaningful way.”
See American Association of Colleges of Nursing, accessed at
http://www.aacn.nche.edu/publications/position/defining-scholarship.
Scholarship of
Integration
 Giving perspective and meaning to
isolated facts.
 Connecting across disciplines.
 Bringing new insight together in and around
original research.
 Philosopher-physicist Michael Polyani
called these things “overlapping
(academic) neighborhoods.”
 Has the effect of fitting one’s own
research into larger intellectual patterns.
Scholarship of
Integration (Examples)
1. Establishing a collaborative
interdisciplinary team to explore the health
concerns of women as caregivers of dependent
adults.
2. Conducting a policy analysis of the impact of
gambling casinos on the health of a community.
Scholarship of
Integration
Discussion
 What examples of the Scholarship of Integration
have you seen in your work?
 What are some things the School of Nursing
faculty could do to increase interaction and
scholarship between departments, as well as with
other disciplines?
Scholarship of
Application
Definition
- “Encompasses all aspects of the delivery of
nursing service, where evidence of direct impact in
solving health care problems or in defining the
health problems of a community is presented.”
See American Association of Colleges of Nursing, accessed at
http://www.aacn.nche.edu/publications/position/defining-scholarship.
Scholarship of
Application
Boyer suggests a shift in thinking
about scholarship.
 Out With the Old – No longer
should we look at knowledge
“first discovered and then
applied.”
 In With the New – new
understanding can and should
now spring from the very
applications themselves.
Scholarship of
Application (Examples)
1.
A faculty member aids in the development of evidencebased practice standards and protocols for an out-patient
care unit. This is performed in collaboration with
practitioners and consumers who are currently in need.
2.
Another faculty member collaborates with staff on a
demo project to evaluate the outcomes of a particular
project that is then peer reviewed and disseminated.
Students are used in this project to gather data, as well as
aiding in the synthesis and analysis of the project.
Scholarship of
Application
Discussion
 What examples of the Scholarship of Application
have you seen in your work?
 What barriers exist to the Scholarship of
Application, and how can these be overcome?
Scholarship of
Teaching
Definition
- “Is inquiry that produces knowledge to support the
transfer of the science and art of nursing from the
expert to the novice, building bridges between the
teacher’s understanding and the student’s learning.”
See American Association of Colleges of Nursing, accessed at
http://www.aacn.nche.edu/publications/position/defining-scholarship.
Scholarship of
Teaching
 Foremost in this discussion is that
teaching begins with the professor’s expertise.
 Boyer (1990) emphasized that good teachers offer
active rather than passive education.
 Students should be encouraged through solid
education to press forward with the skill and
perseverance of capable critical thinkers,
who are able to stand on the principles of
their teacher/mentors.
Scholarship of
Teaching (Examples)
1. A faculty member participates in
the development, implementation and
evaluation of an innovative curriculum.
2. A faculty member assists students to develop
papers for peer reviewed journals.
3. A faculty member engages in learning outcomes
assessment, and then publishes or presents about
this.
Scholarship of
Teaching
Discussion
 How have you or your colleagues engaged in the
Scholarship of Teaching?
 What are some other ideas/practices that you could
implement to increase student learning and the
quality of teaching scholarship?
Summary
 Boyer saw the value in analyzing
the value of the many different fields of
academic work.
 He looked at these aforementioned areas of
scholarly interest as intertwining commodities
made richer through pedagogical diversity
across the various disciplines.
 The measure of the quality of scholarship can
be broadened in meaningful and rigorous ways.
Which of the following types of
scholarship would you like to
explore more deeply in your work?
1.
2.
3.
4.
5.
Discovery
Integration
Application
Teaching
Unsure or N/A
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Adelphi University –
Case Study
Nursing Program Goals
 Increase faculty scholarship in targeted areas of
Boyer’s model.
 Create and maintain a robust research environment
in the school.
 Increase the visibility of the school.
Forbes, M. and White, J.H. (2012) Using Boyer to create a culture of Scholarship: Outcomes from a faculty development
program. Journal of Nursing Education and Practice, Vol. 2, No. 3, August, pp. 54-65.
Adelphi University
(Continued)
Faculty Needs Assessment
1. Assessed existing resources that would support
each type of faculty scholarship suggested by
Boyer.
2. Used these resources as a foundation for
developing strategies to achieve the program’s
goals.
Adelphi University
(Continued)
 Scholarship of Teaching – seen as an area for growth, though
peer review and feedback was strong in the school of nursing.
Example of implementation: Faculty published studies on
techniques such as the effectiveness of podcasting in the
classroom.
 Scholarship of Application – Many areas of service
offered which fits the model.
Example of implementation: The School of Nursing
faculty collaborated with the community on a regional
“Research and Evidence Based Practice” council.
(Worked in conjunction with Scholarship of Integration.)
Adelphi University
(Continued)
 Scholarship of Integration – included strong
interdisciplinary relationships with other schools
on campus.
Example of Implementation: Three research teams with
members from Business and Nursing collaborated on research
projects that were awarded seed money for their efforts.
 Scholarship of Discovery – Faculty publications, research grants
and national presentations were limited and seen as areas for
growth.
Examples of Implementation: Worked closely with the
Associate Dean of Research, to reward productivity and
dissemination of knowledge gained. Also developed peer
reviewed presentations, both by podium and poster.
The College at
Brockport - SUNY
Scholarship of Discovery – describes how
the practitioner uses the client and family in
exploring clinical questions. Includes primary empirical
research, methodological studies, historical research, theory
development, and philosophical inquiry.
Examples:
1. Mentorship of junior colleagues in research
2. State, regional, national, or international recognition as a
scholar in an identified area.
3. Positive peer evaluations of a body of work.
Peterson, K. and Stevens, J. (2013). Integrating the Scholarship of Practice into the Nurse Academician Portfolio.
The College at
Brockport - SUNY
Scholarship of Application –
Nursing faculty engage in scholarship through
advanced clinical practice, staff development,
problem solving and consultation work.
Examples:
1. Presentations related to practice
2. Reports addressing patient outcomes
3. Establishing academic-service partnerships
The College at
Brockport - SUNY
Scholarship of Teaching – Nursing
faculty challenged to offer quality education even as
student numbers increase in the classroom.
Examples:
1. Positive peer assessments of innovations in
teaching
2. Grant awards in support of teaching and learning
The College at
Brockport - SUNY
Scholarship of Integration –
Faculty are challenged to foster integration
particularly in new generations of nurses.
Emphasizes the interconnection of ideas and
associates research with reality.
Examples:
1. Copyrights, licenses, patents, or products for sale
2. Positive peer evaluations of contributions to integrative
scholarship
3. Reports of interdisciplinary programs or service projects
Discussion
Are there any practices
from Adelphi or the College of Brockport
that could be adopted by UMKC?
What other ideas or possibilities did these
practices bring to mind?
References
American Association of Colleges of Nursing:
Advancing Higher Education in Nursing (2013). Accessed at
http://www.aacn.nche.edu/publications/position/defining-scholarship
Boyer, E. (1990). Scholarship reconsidered: Priorities for the
professoriate. Princeton, NJ: The Carnegie Foundation for the
Advancement of Teaching.
Canadian Association of Schools of Nursing (2013). Accessed at
http://www.casn.ca/en/.
Forbes, M. and White, J.H. (2012) Using Boyer to create a culture of
Scholarship: Outcomes from a faculty development program. Journal of
Nursing Education and Practice, Vol. 2, No. 3, August, pp. 54-65.
References
Glassick, C., Huber, M., & Maeroff, G. (1997). Scholarship
assessed: Evaluation of the professoriate. San Francisco,
CA: Jossey-Bass.
Peterson, K. and Stevens, J. (2013). Integrating the Scholarship of Practice
into the Nurse Academician Portfolio. Digital Commons @ Brockport.
Accessed at http://digitalcommons.brockport.edu/nursing_facpub.