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Reconsidering scholarship.

C E Glassick1

  • 1Carnegie Foundation for the Advancement of Teaching, Menlo Park, California, USA.

Journal of Public Health Management and Practice : JPHMP
|March 21, 2000
PubMed
Summary

Discussions on expanding the definition of scholarship, including discovery, integration, application, and teaching, began after "Scholarship Reconsidered" (1990). These concepts now thrive on campuses with institutional adaptations.

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Boyer's expanded definitions of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching.

Academic medicine : journal of the Association of American Medical Collegesยท2000
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Area of Science:

  • Higher Education Studies
  • Academic Scholarship

Background:

  • The 1990 publication "Scholarship Reconsidered" initiated campus-wide debates on broadening the definition of scholarship.
  • Key areas of discussion included the scholarship of discovery, integration, application, and teaching.
  • The 1996 "Scholarship Assessed" introduced six standards for evaluating scholarship, further enriching these conversations.

Purpose of the Study:

  • To examine the evolution of scholarly definitions in higher education.
  • To trace the impact of seminal publications on academic discourse and institutional practices.

Main Methods:

  • Analysis of academic discourse and institutional policy shifts following key publications.
  • Review of scholarly debates concerning the categorization and assessment of academic work.

Main Results:

  • Campus debates successfully expanded the traditional view of scholarship.
  • Institutions have adopted diverse interpretations and applications of enriched scholarship models.
  • The scholarship of discovery, integration, application, and teaching are now widely recognized.

Conclusions:

  • The definition and practice of scholarship have been significantly broadened in higher education.
  • Institutional adaptation and interpretation are key to the successful implementation of expanded scholarship.
  • Ongoing dialogue and assessment frameworks continue to shape the future of academic work.

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