The purpose of this essay is to capture, in its earliest stages, the influence that formal recognition of Boyer’s multiple domains of scholarship within faculty evaluation standards had on a select group of colleagues within a disciplinary diverse academic unit at a mid-sized, comprehensive university. A process is described whereby the combination of a book discussion group, a newly approved faculty contract recognizing Boyer’s multiple domains, and a genuine commitment from a disciplinary diverse group of colleagues to the academic mission of the unit, resulted in a transformation in attitudes toward scholarship and teaching. Scholarship of teaching and learning was viewed as the key element leading to the formation of a team approach to a scholarship of teaching and learning project within a group that had traditionally pursued research separate from instruction, and individually rather than collectively.
Caster, Brian and Hautala, Robert
"Changing Our Brains: Transforming a Traditional View of Scholarship and Teaching,"
International Journal for the Scholarship of Teaching and Learning:
2, Article 18.
Available at: https://doi.org/10.20429/ijsotl.2008.020218