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Department of Education Accreditation

5c.1. What types of scholarly work are expected of faculty as part of the institution’s and unit’s mission?

Faculty are expected to engage in scholarly work that reflects the university’s mission of service and leadership. At the same time, scholarship should honor Franciscan intellectual tradition of faith and reason and values. Faculty are expected to advance the unit’s mission by preparing scholar-practitioners whose professional endeavors will serve the community.

The Faculty Resource and Orientation Guide, the faculty handbook known as the FROG states, that “…it is understood that the quality of teaching and service rests on the faculty member’s role as a teacher-scholar and his or her expertise in a field of scholarship.” The FROG (Section 2.8, pg. 16) delineates the university’s interpretation of the Boyer Model of Scholarship, which faculty are to follow. The Boyer Model encompasses four realms of scholarship: Teaching, Application, Discovery, and Integration.  All scholarship must be systematic, reflective, and replicable. Furthermore, faculty’s work is considered scholarship when it is made public; that is, when it is shared with the community, available for scrutiny by professionals, or subject to conventional peer review. The type of scholarship pursued varies and is often determined by three factors. First, it is understood that, although all realms of Boyer’s Model are considered essential, the emphasis on one realm of scholarship over others is often dictated by the discipline. Another variable is career stage. For example, beginning faculty members are expected to focus on the Scholarship of Teaching, while veteran faculty should be prepared to assume challenges posed by the Scholarship of Integration or Discovery. Finally, the type of scholarship is determined by additional duties that accompany faculty members’ roles. Most often additional duties take the form of administrative responsibilities. The nature of administrative responsibilities may dictate the types of scholarship in which faculty members invest their knowledge, skills, and time.

5c.2. In what types of scholarship activities are faculty members engaged? How is their scholarship related to teaching and learning? What percentage of the unit’s faculty is engaged in scholarship?

Unit faculty engage in all realms of scholarship as defined by the Boyer Model of Scholarship.  The university publishes an Annual Record of Faculty Scholarship (2006, 2007, 2008), a compilation of the types of scholarship in which unit and university faculty have engaged.  Additional documentation of faculty scholarship is listed in curriculum vitae, of individual faculty members. Vitae are located in the electronic exhibit room. Also, the Department of Education and Department of Psychology generate annual reports of unit accomplishments, which include scholarship activities.  Collectively, these sources confirm that one-hundred percent of full-time unit faculty engage in the range of scholarship as defined by the Boyer Model. 

The Scholarship of Application, with its emphasis on applying knowledge of a discipline to community service, figures prominently among the types of scholarship produced by unit faculty.  In 2008 – 2009, 77% of unit faculty engaged in the Scholarship of Application, as compared to the institutional average of 71% for all faculty.  Please see Overview of Faculty Scholarship. The unit’s faculty scholarship reflects the thrust of its professional preparation programs. That is, faculty scholarship affirms the unit’s mission to educate scholar-practitioners who serve the community. By virtue of the number and variety of professional and community organizations in which they participate, faculty model for candidates the potential value of scholarship as contribution to society.

Also congruent with the unit’s mission is the Scholarship of Teaching, which stresses learning as a discipline and the refinement or creation of new instructional methods. In 2008-2009, 85% of the unit’s faculty engaged in the Scholarship of Teaching, as compared to the institutional average of 57% for all faculty. Less prominent is faculty’s engagement in the Scholarship of Integration and Scholarship of Discovery. Further evidence of faculty accomplishments may be found in the school’s Five Year Plan (titled Plan to Plan), p. 32-38.