Boyer’s model of four scholarships as an integrated system engaging and integrating the scholarships of discovery, integration, application, and teaching is being increasingly adopted both by individual scholars and institutions. Here I reflect on my own adoption of this approach almost a decade ago, and I describe one application, its use in defining my professional academic profile. While this does not directly address issues of pedagogy, it provides a sound basis for improved pedagogical practice in higher education. I assess my adoption of Boyer’s model against several benchmarks grounded in the social life of academe: success of promotion; mentoring peers into their own professional development and promotion cycles; the development of a integrating research program; and as a basis for curriculum review and development. Drawing on this reflection, I conclude that Boyer’s model offers both promise and applicability across many domains of university scholarly life, and thus provides a sound basis for enhanced university teaching and learning.
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Boyd, William E.
"Does Boyer’s Integrated Scholarships Model Work on the Ground? An Adaption of Boyer’s Model for Scholarly Professional Development,"
International Journal for the Scholarship of Teaching and Learning:
2, Article 25.
Available at: https://doi.org/10.20429/ijsotl.2013.070225