Expanding Boyer

Braxton, John M.; William Luckey, Patricia Helland. "Institutionalizing a Broader View of Scholarship through Boyer's Four Domains." ASHE-ERIC Higher Education Report. 29.2 (2002): 55-96.  1 Oct. 2011. Web. <http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED468779>

Likes:
I liked the focus on the scholarship of integration. Probably because I prefer those areas where disciplines begin to overlap. I think that's why I like ODU's English department-the interdisciplinary in the dept. as well as the willingness of many English dept. to be informed by other fields. I wouldn't say I like it, but I do like that they bring up collaboration as an issue because it's relevant today. Specifically for those trying to do New Media Dissertations without an expert knowledge of coding.

I specifically like the quote "Rice concludes by reminding us that all faculty should remain students throughout their careers" because I am a perpetual student. I liked the emphasis on classroom research by Cross (73) as I haven't bought into the idea that the scholarship of teaching absolutely needs to be published. Classroom research is ongoing, and I think should be shared at that level when something new is going to inform the field. That's not to say it can't be shared, but shared on a smaller level. I have a colleague that I work with to improve our courses-we do research on our classes each semester and share with each other what did and did not work in our individual classes. Our classrooms become our essays.

I like that the issues of traditional scholarship assessment templates in the scholarships of application, integration and teaching were brought up (87). The idea that the current reward structure (more publishing more benefit) limits the ability to institutionalize Boyer's domains to be an interesting one. Only "discovery" is rewarded. Also, I thought that the statement that CC's don't reward scholarship-especially for the adjunct-rang fairly true in my experience.

Confusion:
None

More: I have a list of questions to put under "More" because they weren't areas of confusion, but area's that I would like more information.

So has an agreement been made on who should be understanding the teacher's work? (I suppose this could be confusion-it just wasn't apparent to me)
Where would tutoring and writing center's fit into all this?
Self-assessment, peer assessment, student assessment-could we triangulate an assessment for our projects?