| IN HIS INFLUENTIAL BOOK, Scholarship Reconsidered: Priorities of the Professoriate, Boyer (1990) proposes that the definition of scholarship be broadened beyond the predominant emphasis on the scholarship of discovery to encompass the scholarship of integration, the scholarship of application, and the scholarship of teaching. Boyer’s formulations have sparked considerable scholarly attention, the bulk of it focusing on clarifying the meaning of the domains of scholarship (e.g., Johnston, 1998; Lynton, 1995; Kreber, 2001b, and Rice, 1991) and on criteria and forms of documentation needed to assess scholarship across the four domains (e.g., Glassick, Huber, and Maeroff, 1997; Shulman and Hutchings, 1998). A search of the Institute for Scientific Information’s citation database reveals that more than 160 articles reference Boyer’s Scholarship Reconsidered. In addition, Boyer’s four domains of scholarship have been the primary focus of the Faculty Roles and Rewards Conference held annually by the American Association for Higher Education. This spate of literature and scholarly discussion coupled with an elapse of more than ten years since the advancement of Boyer’s perspective strongly indicate a need to take stock of this literature. Such a taking stock requires attention to appraisals of Boyer’s arguments by contemporary scholars and various efforts by scholars to clarify the meaning of the domains of scholarship described by Boyer. This volume reviews the major scholarly works on these topics. |