Boyers Model of Scholarship

In an attempt to redefine scholarship Boyer (1990) created a new model of scholarship, which
contains four separate, yet overlapping functions of discovery, integration, application, and
teaching. Faculty members have always and will continue to be tasked with the jobs of research,
teaching, and service. However, in reality to be considered a scholar was primarily based on a
faculty members involvement with research, with the belief that teaching and service stemmed
from research. Boyer believed that teaching and service not only resulted from research, but that
it could also lead to research and was just as important. In essence, he argues that all forms of
scholarship should be acknowledged and rewarded.
The Scholarship of Discovery
Involvement with traditional research which contributes to new knowledge is the essence of the
scholarship of discovery. In addition to creating knowledge research is responsible for instilling a
sense of vitality to a universitys climate (Whittmann-Price, Godshall, & Wilson, 2013). In
nursing the scholarship of discovery involves research that creates nursing knowledge. This may
be in the form of research, theory development or testing (AACN, 1999). Different ways in
which a faculty members research work can be measured include having research published in
peer-reviewed journals or producing creative work.
The Scholarship of Integration

As defined by Boyer (1990), the scholarship of integration is about synthesis, which includes
interpreting, drawing together, and bringing new insight to light on research. Additionally, he
believes that research from different disciplines needs to be integrated. Nibert (2008) expands on
this stating that this integration of research results in a larger body of knowledge, which is vital
to the global world we live in. Measures of performance for the scholarship of integration
include undertaking a literature review, writing a textbook, and collaborating to design and
deliver a core course.
The Scholarship of Application
The scholarship of application has to do with utilizing research from ones area of expertise and
involvement in professional activities to help solve societys problems (Nibert, 2008). According
to the American Association of Colleges of Nursing (AACN, 1999) the scholarship of application
is critical for a nurse educator to maintain their clinical competency. Components of application
include practicing as a nurse or nurse educator, holding a joint appointment, and even serving in
an administrative role.
The Scholarship of Teaching
The scholarship of teaching is a central element of Boyers (1990) Model of Scholarship and is
considered to be as important as research. Boyer believed that teaching is an active process that
bridges the teachers knowledge and understanding to the students learning. Given this vision it

is possible to see that great teachers stimulate active learning and encourage students to be
critical thinkers, with the capacity for life-long learning. In summary, teaching is more than
transmitting knowledge. It is a transformative process for both the students and teacher. This
component of the model includes studying teaching models and engaging in teaching practices,
all with the intent of achieving optimal learning by the students. This can be measured by ones
performance in advancing learning theory through classroom research, developing and testing
instructional materials, mentoring graduate students, plus designing and implementing a program
level assessment system.
References
American Association of Colleges of Nursing. (1999). Position statement on defining
scholarship for the discipline of nursing. Retrieved from
http://www.aacn.nche.edu/publications/positions/scholar.htm
Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. The Carnegie
Foundation for the Advancement of Teaching. Retrieved from
https://depts.washington.edu/gs630/Spring/Boyer.pdf
Nibert, M. (2008). Faculty Guidebook (4th ed.). Lisle, IL: Pacific Crest.
Wittmann-Price, R. A., Godshall, M., & Wilson, L. (Eds.). (2013). Certified nurse educator
(CNE) review manual (2nd ed.). New York, NY: Springer Publishing Company, LLC.