Scholarship of Discovery and Beyond: Thinking About Multiple Forms of Scholarship and Elements of Project-Based Learning to Engage Undergraduates in Publishable Research

Frontiers in Psychology

article

Jeanine L. M. Skorinko¹ 

[1] Department of Social Science and Policy Studies, Worcester Polytechnic Institute, United States

关键词: multiple forms of scholarship;    project-based learning (PBL);    undergraduate;    publication;    diversity;   

DOI  :  10.3389/fpsyg.2019.00917

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Boyer (1990) encouraged academia to expand its definition of scholarship to include the scholarshipof discovery, teaching, integration, and engagement. Since then, institutions of higher educationhave implemented mechanisms or policies that recognize multiple forms of scholarship (O’Meara,2006). Proponents of this argue that it can help diversify and appropriately recognize facultywork (Park, 1996; Creamer, 1998), and create better alignment between faculty endeavors andinstitutional missions and goals (Diamond, 1999). Research indicates that implementing policiesthat encourage multiple forms of scholarship increases the likelihood that faculty: diversify thetypes of scholarship they engage in, feel satisfied, and want to stay at their institution (O’Meara,2005). In addition, research shows that institutional effectiveness increases when polices includemultiple forms of scholarship (O’Meara, 2006). At my own institution, a new promotion policywent into effect in 2017 that recognizes multiple forms of scholarship, and we received fundingfrom the National Science Foundation to help with the advancement of women within this newpolicy (Skorinko et al., 2018). Therefore, I felt it was important in a special issue on engagingundergraduates in publishable research to consider how to work with undergraduates throughmultiple forms of scholarship.

【 授权许可】

CC BY