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• W257760131 abstract "RESEARCH/CREATIVE ACTIVITY At many institutions the decision to grant tenure or promotion is made on the basis of the accomplishments listed in the research/ creative section of the dossier. section on is read carefully and, provided that the candidate's appears to be satisfactory, those in a position to decisions quickly move on to the text on research/creative activity. institutional attitude toward service is often ambivalent; most institutions are unsure of how to evaluate service or of how much should be required. Thus, the section on research/creative frequently becomes the make or break portion of the dossier. This section will not discuss research or creativity per se; rather, it will discuss ways to maximize efforts and to accumulate the documentation that will be required in future dossiers. Research/creative activity is an awkward phrase at best and there have been attempts in recent years to use the word to encompass the variety of activities performed by faculty. In the minds of most faculty, however, continues to be most often associated with traditional research and thus it has not become a universally adopted term. Scholarship is, however, the term used in an influential work which has had an impact on higher education, Ernest L. Boyer's Scholarship Reconsidered5 Boyer argues for a broader conception of and of institutional missions than has often been true in higher education. This Monograph certainly is in agreement with these positions. All too often universities have copied the missions and standards of research universities at the top of the Carnegie classifications, ignoring other interesting, challenging, and important missions available to them. More directly related to this section of the Monograph, however, is Boyer's taxonomy of (or research/creative activity). Boyer discusses the scholarship of discovery (which comes closest to what academics traditionally call research, e.g., investigation which advances knowledge); the scholarship of integration (which makes connections between existing knowledge); the scholarship of application (which applies knowledge to the understanding and solution of important problems); and the scholarship of teaching (which investigates how students learn in a particular discipline). Boyer's taxonomy of is useful and will be applied in the material that follows. UFVA statement entitled The Evaluation of Faculty in Creative Specialties for Promotion and Tenure (available at the UFVA website: www.ufva.org) explains that all research and creative work must be disseminated and evaluated to be acceptable evidence of accomplishment. This section will attempt to explain how these two functions apply to a variety of types of work. Research Conventional research is typically disseminated by means of books, articles, and conference presentations. means by which these works are evaluated are discussed below. Books: writing of books is a traditionally valued in higher education. Institutions differ, however, in the kinds of books they find acceptable. first section of this publication contained an example of a school that denied tenure to a professor who had completed two books-because the administration did not find the books to be sufficiently on the cutting edge of his discipline. Using Boyer's taxonomy, it could be observed that this particular institution decided that only scholarship of discovery was acceptable for tenure; therefore, the professor's work did not quality. This position is not atypical of that of major research universities. On the opposite extreme would be the institution that would find virtually any book acceptable, simply because it was published. Before beginning any book-writing project, it is a good idea to inquire about your own institution's attitude toward book publication vis-A-vis promotion and tenure. …" @default.
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• W257760131 date "2000-01-01" @default.
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• W257760131 title "Research/creative Activity" @default.
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