Faculty Members' Scholarly Learning Across Institutional Types ASHE Higher Education Report

Aimee LaPointe Terosky, EdD, is an associate professor of educational leadership at Saint Joseph's University.

Edna Martinez, PhD, is an assistant professor of educational leadership at California State University, San Bernardino.

Executive Summary 9

Acknowledgements 12

Foreword 13

Introduction 16

Challenges to Faculty Scholarly Learning 17

Opportunities to Support Faculty Scholarly Learning 18

Advancing Scholarly Learning Across Institution Types 20

Monograph Purpose and Guiding Questions 20

Monograph Overview 22

Conceptualizing Scholarly Learning and Boyer’s Forms of Scholarship 23

Defining Learning 23

Defining Scholarly Learning 24

Significance of Scholarly Learning in the Academic Career 26

Defining Boyer’s Forms of Scholarship 27

Conclusion: Connecting Scholarly Learning, Boyer, and Institutional Type 30

Research Universities 31

Defining Research Universities and Their Students and Faculty 31

Mission 31

Students 32

Faculty 33

Challenges 35

Summary 37

Faculty Scholarly Learning in Research Universities 37

Scholarship of Discovery 38

Scholarship of Teaching 40

Scholarship of Engagement 42

Scholarship of Integration 45

Barriers to Scholarly Learning in Research Universities 46

Valued Versus Rewarded 47

Increased Demands for Competition and Productivity 47

Academic Capitalism 48

Opportunities for Scholarly Learning in Research Universities 49

Scholarly Learning Through High-Impact Practices 49

Increasing Opportunities for Collaboration with Internal and External Stakeholder 50

Institutional Service to Support Scholarly Learning 50

Conclusion and Implications 51

Comprehensive Colleges and Universities 53

Defining Comprehensives and Their Students and Faculty 53

Mission 54

Students 55

Faculty 55

Challenges 56

Faculty Scholarly Learning at Comprehensives 57

Scholarship of Discovery 59

Scholarship of Teaching 60

Scholarship of Engagement 62

Scholarship of Integration 63

Summary of Faculty Scholarly Learning in Comprehensives 63

Barriers to Faculty Scholarly Learning at Comprehensives 64

Workload Challenges 64

Mission Confusion 65

Faculty Members’ Scholarly Learning Across Institutional Types 5

Lack of Resources 66

Opportunities for Faculty Scholarly Learning at Comprehensives 66

Broadening Views of Scholarship for Comprehensive Faculty 66

Developing an Infrastructure of Support 67

Conclusion and Implications 68

Liberal Arts Colleges 70

Defining Liberal Arts Colleges and Their Students and Faculty 70

Mission 70

Students 72

Faculty 72

Challenges 75

Summary 76

Faculty Scholarly Learning in Liberal Arts Colleges 76

Scholarship of Discovery 77

Scholarship of Teaching 77

Scholarship of Engagement 80

Scholarship of Integration 80

Barriers to Faculty Scholarly Learning in Liberal Arts Colleges 81

Inaccurate Assumptions About Academic Work in LACs 82

Inadequate Faculty Development Supports 83

Disconnect Between Expectations and Reward/Incentive Structures 83

Opportunities for Scholarly Learning in Liberal Arts Colleges 84

Redefining Faculty Learning in LACs 84

Modernizing Faculty Development Supports 85

Aligning Policy and Practice 85

Conclusions and Implications 86

Community Colleges 88

Defining Community Colleges and Their Students and Faculty 88

Mission 89

Students 90

Faculty 90

Challenges 93

Summary 94

Faculty Scholarly Learning at Community Colleges 94

Scholarship of Discovery 95

Scholarship of Teaching 96

Scholarship of Engagement 98

Scholarship of Integration 99

Summary of Faculty Scholarly Learning in Community Colleges 100

Barriers to Faculty Scholarly Learning at Community Colleges 100

Heavy Teaching Loads 101

Narrow Views of Scholarship 101

Limited Resources and Infrastructures 102

Opportunities for Faculty Scholarly Learning at Community Colleges 103

Reducing Teaching Loads 103

Expanding View of Scholarship 103

Enhancing Resources and Infrastructures 104

Conclusion and Implications 105

A Call to Action: Advancing the Study of Faculty Scholarly Learning 107

Synthesis of Key Findings and Implications 107

Barriers to Scholarly Learning Across All Institution Types: Implications for Research 111

Narrow Views of Academic Work and Scholarship 112

Contradictory and Unclear Faculty Evaluation and Reward Systems 113

Limited Organizational Support and Infrastructures 113

Workload Issues 114

Opportunities to Support Faculty Scholarly Learning Across All Institution Types: Implications for Practice 115

Broadening or Expanding View of Scholarship 116

Revisiting Workload and Reward Structures 117

Improving Resources and Infrastructure 117

Future Directions for Research and Scholarship 118

Concluding Thoughts 119

References 121

Name Index 139

Subject Index 145

About the Authors 148

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