Using Multiple Scholarship as a Guideline for a Flexible and Dynamic Scheme of University Teacher Evaluation

Yihong FAN
Xiamen University, China
fanyihong@aliyun.com

Ying LI
Xiamen University, China
1158715368@qq.com

Wenting HUANG
Xiamen University, China
1113702832@qq.com

Abstract

It's been almost 25 years since Ernest Boyer proposed Multiple Forms of Scholarship in his Carnegie Foundation report on Scholarship Reconsidered (Boyer, 1990). In the past 25 years, great changes have taken place following the call of Boyer concerning reforming the faculty evaluation and reward system. But when we look around, we find that it is the Scholarship of Teaching and Learning (SoTL) that has become the dominant guideline in promoting the change in faculty evaluation and reward system (Hutchings, 2000). In a way, this scheme counter-acts the over-emphasis of research in university teacher evaluation and assessment. But in fact, this way of highlighting this single line of SoTL has subsequently overlooked the other two forms of scholarship, namely, the scholarship of application and the scholarship of integration. Of and on, we have seen pockets of efforts trying to include the latter two forms of scholarship into the faculty evaluation and assessment system, but not of a comparable scale as that of SoTL (O'Meara and Rice, 2005). Our research proposes paying special attention to all four dimensions of Multiple Scholarship finding their close relatedness in promoting creative and innovative education, teaching and learning. In this round table discussion, we propose to revisit Ernest Boyer's forms of scholarship (Multiple Scholarship) and discuss how to make it as a guideline for designing a flexible and dynamic scheme for faculty evaluation and reward. Here we emphasize giving back the say to faculty as to what extent they would like to use which combination of scholarship as their focus of professional and career development goal. The focus and combination elements could be changed as people enter different career stages and different teachers can subsequently chose different focus following their own passion, interest and talents. The goal of redesigning of the faculty evaluation and reward system is to have a way to enable every university teacher to fully release their own potentialities, thus allowing for a stronger faculty to cultivate the creativity and innovation capacity of their students.

Print Close