Jane Marie Kirschling, RN, DNS
Dean and Professor, University of Kentucky
College of Nursing
Presented at AACN 2009 Faculty Development
Conference, Savannah, GA (February, 2009)
€
Provide context on scholarship in the academy
and how it applies to individual faculty
• Includes an American history lesson
€
Describe how the school’s mission affects
• the definition of scholarship
• expectations of faculty to demonstrate scholarship, and
• the many, varied types of activities that constitute
scholarship in the academic setting
Describe and amplify Earnest Boyer’s model of
scholarship
€ Challenge you to be purposeful and persistent
€
€ Promoted
to Professor at Oregon Health
Sciences University School of Nursing – Boyer’s
Model
€ Dean 7 years University of Southern Maine
College of Nursing and Health Professions Boyer’s Model (Carnegie – Master’s Colleges
and Universities, large)
€ Dean 2+ years University of Kentucky College
of Nursing, Research University (Carnegie –
Very High Research Activity), variety of faculty
title series
Boyer, 1996; Maurana, et al., 2001
€ Colonial
College Tradition
• 1636 Harvard College founded
x Late as 1869, Charles Eliot, in his inaugural address –
“primary business of the American professor must be
‘regular and assiduous class teaching’” (Boyer, 1996,
p. 1)
• Focused on building character of students and
producing graduates prepared for civic and
religious leadership
• Teaching was considered a vocation
€ Universities
began to focus practical needs
of growing nation, direct role supporting
nation’s business and economic prosperity
€ Service added to Universities missions
• 1824 Rensselaer Polytechnic Institute, Troy NY
x Mission “help build a nation”, “constant reminder that
America needed railroad builders, bridge builders,
builders of all kinds” (Boyer, 1996, p. 2)
• 1892 Land Grant College Act linked higher
education to America’s agricultural and intellectual
revolution
• Education first and foremost to be of practical utility,
focus on application of knowledge to real problems
• “Many professors who had been training students
outside of the academy joined the university and
slowly became influenced by the academic culture”
(Boyer, 1996, p. 2)
x
x
x
x
x
Teachers trained normal schools
Architects and lawyers trained apprenticeships
Musicians trained conservatories
Doctors educated “free standing” medical schools
Nurses received hospital training
• Scholarship of teaching joined by scholarship of
building (Boyer, 1996, p. 2)
€ Emphasis
on basic research, scholars
who studied in Europe wanted to
develop research institutions focused on
research and graduate education
(modeled after Germany)
• Accelerated WWII, Office Scientific Research
and Development founded, federal research
dollars directed to Universities, focus was
scientific progress, not service or teaching
• 1947 report President’s Commission on Higher
Education, the GI Bill of Rights, US universities
should be available for all citizens to pursue
educational goals, criteria for evaluating faculty
scholarship continued to narrow – promotion
and tenure required conducting research and
publishing results
• Research as model for faculty work further
advanced development of National Science
Foundation 1950
… mission and the “mosaic” of faculty
€ “Founded
by Andrew Carnegie in 1905 and
chartered in 1906 by an act of Congress,
The Carnegie Foundation for the
Advancement of Teaching is an
independent policy and research center
with a primary mission "to do and perform
all things necessary to encourage, uphold,
and dignify the profession of the teacher
and the cause of higher education.”
www.carnegiefoundation.org/index.asp
€ www.carnegiefoundation.org/classificati
ons/ index.asp
• Doctorate-granting Universities (award 20
doctoral degrees/year excluding entry into
professional practice) - research
• Master’s Colleges and Universities (award 50
master’s degrees and fewer than 20 doctoral
degrees) – small, medium, large
• Baccalaureate Colleges (baccalaureate degrees
represent at least 10% of all undergraduate
degrees and fewer than 50 master’s or 20
doctoral degrees per year – Arts & Sciences,
Diverse Fields, Baccalaureate/Associate’s
Colleges
• Special Focus Institutions (high concentration
baccalaureate or higher-level degrees in a
single field or set of related fields)
• Tribal Colleges
• Associates Colleges
€ 119
Institutions
• 111 Curricular Engagement and Outreach and
Partnership
• 2 Curricular Engagement only
• 6 Outreach and Partnerships only
€ 38
doctorate-granting, 52 master’s
colleges and universities, 17
baccalaureate colleges, 9 community
colleges, and 3 specialized focus
€ University
of Kentucky
• VISION The University of Kentucky will be one
of the nation's 20 best public research
universities, an institution recognized worldwide for excellence in teaching, research, and
service and a catalyst for intellectual, social,
cultural, and economic development
• MISSION The University of Kentucky is a public,
research-extensive, land grant university
dedicated to improving people's lives through
excellence in teaching, research, health care,
cultural enrichment, and economic
development. The University of Kentucky:
x Facilitates learning, informed by scholarship and
research.
x Expands knowledge through research, scholarship
and creative activity.
x Serves a global community by disseminating, sharing
and applying knowledge.
• The University, as the flagship institution, plays a
critical leadership role for the Commonwealth
by contributing to the economic development
and quality of life within Kentucky's borders
and beyond. The University nurtures a diverse
community characterized by fairness and equal
opportunity.
€ Familiarize
yourself with the vision and
mission
€ Make explicit how your work across the
missions contributes to work of your
academic unit and university
• Consistency in use of language
framing scholarship through a broader lens
€ Ernest
Boyer worked closely with
Eugene Rice
€ Carnegie Foundation for Advancement of
Teaching, 4 surveys 25 years, faculty
attitudes and values
€ 1989 data 5,000 faculty across higher
education
€ Boyer
1989 report
• What we need in higher education is a reward
system that reflects the diversity of our
institutions and the breadth of scholarship, as
well. The challenge is to strike a balance among
teaching, research, and service, a position
supported by two-thirds of today’s faculty who
conclude that, “at my institution, we need better
ways, besides publications, to evaluate
scholarly performance of faculty” (as cited in
Glassick, 2000)
Scholarship
of
Discovery
Characteristics
• “‘original research’, which is the most common definition
of scholarship used by universities in promotion and
tenure policies” (Bettie, 2000, p. 873)
• “expands or challenges current knowledge in a
discipline… contribute not only to knowledge but also to
the intellectual climate of academic institutions”
(Hofmeyer et al., 2007, p. 2)
• questions - What should be known? What has yet to be
found? (Hofmeyer, p. 3)
shared with and judged by other scholars
Nursing literature: Advancing a Program of Research within a Nursing Faculty
Role (Nolan et al., 2008)
Scholarship
of
Integration
Characteristics
• “stepping back from narrow area of research to search for
connections between discoveries obtained by different
approaches or even from varied disciplines. Integration
becomes true scholarship when novel insights, both
interpretive and interdisciplinary, are discovered” (Bettie,
p. 873)
• “interprets meaning of isolated facts and creates new
perspectives that can answer questions not originally
possible to answer” (Hofmeyer, p. 3)
• questions – What do research findings mean? Is it possible
to interpret what has been discovered in ways that
provide a larger, more comprehensive understanding
(Hofmeyer, p. 3)
shared with and judged by other scholars
Scholarship
of
Application
Characteristics
• “involves building bridges between theory and practice
and encompasses the service functions of academics…
basically asks how knowledge can be used in a practice
situation” (Bettie, p. 873)
• “health science scholars build bridges and collaborative
relationships with other disciplines, decision and policymakers and communities in order to apply theory to
every-day problems (Hofmeyer, p. 3)
• question – “seek to understand how knowledge can be
responsibly and ethically applied to consequential
problems and how it can be helpful at micro (individual),
meso and macro levels (society, government, institutions),
as well as seek to learn how social problems themselves
can define an agenda for scholarly investigation”
(Hofmeyer, p. 3)
shared with and judged by other scholars
National Review Board for the Scholarship of Engagement
Provides “a national pool of peer reviewers who can give credible, standardized
assessment for the scholarship of engagement (i.e., application)” (Glassick, 2000, p.
879) http://schoe.coe.uga.edu/about/about_us.html
Application continued (examples from nursing literature)
• When the mission is teaching: Does nursing faculty practice fit? (Sherwen,
1998, citing Lynton, 1995, p. 140) –
a. “scholarly practice is marked by approaching each task as a novel
situation… ‘exploration into the partially unknown’… each project is
unique with reasoned choice of goals”
b.“create an approach or methods that are in some measure different from
what has been tried before… consistent with available contextual
resources”
c. “reflect on the ongoing process and make corrections as necessary…
bring project back on track:
d.“reflects on outcome, assessing and drawing appropriate references to
inform future work. New insights then are generalized to broader
situations. Thus each instance of scholarly professional practice has an
element of discovery and originality, allowing the faculty/scholar to learn
from the activity”
e. “in all instances… faculty/scholar shares what was learned with
colleagues through publications, presentations, or other means of
communication” (p. 140)
• Evaluation Research as Academic Scholarship (Eddy, 2007) – NCLEX-RN®
experience of BSN graduates
Scholarship
of
Teaching
Characteristics
• “involves communicating one’s knowledge effectively to
students” (Bettie, p. 874)
• “must extend beyond simply transmitting information to a
process that is also transforming and extending the
learning of students and scholars” (Fohmeyer, p. 3)
• “involves stimulating active learning, critical thinking and
the commitment to life-long learning” (Fohmeyer, p. 3)
• most elusive - separate scholarship of teaching (and
learning) from scholarly teaching
Lee Shulman (1999) – President of Carnegie Foundation:
1.Work must be made public
2.Work must be available for peer review and critique according to
accepted standards
3.Work must be reproduced and built on by other scholars
Nursing literature: The faculty portfolio: Documenting the scholarship of
teaching (Reece et al., 2001).
Standard
Does the scholar(‘s)… (Glassick, 2000)
A. Clear Goals
1. State the basic purpose of his or her work clearly?
2. Define objectives that are realistic and achievable?
3. Identify important questions in the field?
B. Adequate
Preparation
1. Show an understanding of existing scholarship in the
field?
2. Bring the necessary skills to his or her work?
3. Bring together the resources necessary to move the
project forward?
C. Appropriate
Methods
1. Use methods appropriate to the goals?
2. Apply effectively the methods selected?
3. Modify procedures in response to changing
circumstances?
D. Significant
Results
1. Achieve the goals?
2. Work add consequentially to the field?
3. Work open additional areas for further exploration?
Standard
Does the scholar(‘s)… (Glassick, 2000)
E. Effective
Presentation
1. Use a suitable style and effective organization to
present his or her work?
2. Use appropriate forums for communicating the work to
its intended audiences?
3. Present his or her message with clarity and integrity?
F. Reflective
Critique
1. Critically evaluate his or her own work?
2. Bring an appropriate breath of evidence to his or her
critique?
3. Use evaluation to improve the quality of future work?
€ Four
sources to be used (Boyer, 1995)
• Self-evaluation
• Peer evaluation
• Student evaluation
• Client evaluation
€ “Documentation
of scholarship should be
a ‘moving picture’, not a ‘snapshot.’
Evidence should be gathered over time”
(Boyer, 1995, p. 5)
€ Penn
State – What is University
Scholarship?
• “we define scholarship as the thoughtful
discovery, transmission, and application of
knowledge… Scholarship is informed by current
knowledge in the field and is characterized by
creativity and openness to new information,
debate, and criticism. For scholarly activity to
be recognized, utilized, and rewarded, it must
be shared with others in appropriate ways” (p.
2)
within the vision and mission of your institution
Increasingly difficult to do this alone…
“When building research capacity, a community
framework provides a means to develop synergies,
share expertise, increase productivity, pool
resources, reinforce and value each member’s role
in the group”
€ “regular disappointments are a feature of life for all
researchers, and there is a need to manage failure
and disappointment so that there is no diminution in
the creative capacity of the group. In the face of
failure, community members can together move
through a process of acknowledge – reflect – learn –
move on” (Jackson, 2008, p. 30-31)
€
€
€ Integration
of biological and nursing
sciences
• 1990 National Center Nursing Research Task
Force
• Plan for development of biological theory and
measurement in nursing research via research
training and research programs (Cowan, et al.,
1993)
€ Peer
mentoring (Jacelon et al., 2003)
• Collegiality: affirm each other’s aspirations and
ask “Is this idea consistent with your research
program?” (p. 337)
• Discipline: set goals and hold one another
accountable
• Realistic critique and direction
• Collaboration
€ Mentoring
for Research Skill
Development (Records & Emerson, 2003)
• Research plan design based on institutional
expectations
x typically 6 year plan with annual goals
x detailed timeline first year, etc. including checkpoint
meetings with mentor / reporting administrator
•
•
•
•
•
•
Creating networks and selecting consultants
Attending research conferences
Preparing professional presentations
Developing grantsmanship skills
Preparing publications
Planning long-term careers
€ Building
a Research (Scholarship)
Trajectory (Conn, 2004)
• Attitude continual learner essential… new
•
•
•
•
research skills as research trajectory demands
advanced or alternative inquiry approaches
Environment that supports research trajectory
development through realistic teaching
assignment
Team development early priority
Sequential interrelated studies typical path to
building knowledge
Careful notes possible small studies, timeliness,
resources needed
1. “Excitement of the chase (identifying questions
and finding solutions)”
2. “Learning to attend to detail” – manage time to
include scholarship
3. Opportunity to achieve recognition for academic
ability – be focused!
4. Opportunity to contribute to advances in clinical
practice” (Kenkre & Foxcroft, 2001, p. 4, United
Kingdom)
Additional reference: Bartels (2007)
… questions, observations…
€
€
€
€
€
€
Bartels, J.E. (2007). Preparing nursing faculty for baccalaureate-level
and graduate-level nursing programs: Role preparation for the
academy. Journal of Nursing Education,. 46(4), 154-158.
Bettie, D.S. (2000). Expanding the view of scholarship: Introduction.
Academic Medicine, 75, 871-875.
Boyer, E.L. (1996). Clinical practice as scholarship. Holistic Nursing
Practice, 10(3), 1-6.
Boyer, E.L. (1990). Scholarship Reconsidered: Priorities of the
Professoriate. Princeton, NJ: The Carnegie Foundation for the
Advancement of Teaching.
Coon, V.S. (2002). Editorial building a research trajectory. Western
Journal of Nursing Research , 26, 592-594.
Cowan, M.J., Heinrich, J., Lucas, M., Sigmon, H., & Hinshaw, A.S.
(1993). Special feature integration of biological and nursing sciences:
A 10-year plan to enhance research and training. Research in Nursing
& Health, 16, 3-9.
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€
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Eddy, L.L. (2007). Evaluation research as academic scholarship.
Nursing Education Perspectives, 28(2), 77-81.
Glassick, C.E. (2000). Boyer’s expanded definitions of
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http://www.health-policy-systems.com/content/5/1/5
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€
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