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PHYS THER
Vol. 84, No. 6, June 2004, pp. 571-575
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Chapter 2: Enlarging The Perspective

Ernest L Boyer


Because this article has no abstract, we have provided an extract of the full text and any section headings.


   Introduction
 
Since colonial times, the American professoriate has responded to mandates both from within the academy and beyond. First came teaching, then service, and finally, the challenge of research. In more recent years, faculty have been asked to blend these three traditions, but despite this idealized expectation, a wide gap now exists between the myth and the reality of academic life. Almost all colleges pay lip service to the trilogy of teaching, research, and service, but when it comes to making judgments about professional performance, the three rarely are assigned equal merit.

Today, when we speak of being "scholarly," it usually means having academic rank in a college or university and being engaged in research and publication. But we should remind ourselves just how recently the word "research" actually entered the vocabulary of higher education. The term was first used in England in the 1870s by reformers who wished to make . . . [Full Text of this Article]


   The Scholarship of Discovery
 

   The Scholarship of Integration
 

   The Scholarship of Application
 

   The Scholarship of Teaching
 

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