causality can, and frequently does, point in both directions. Theory surely leads to practice. But practice also leads to theory. And teaching, at its best, shapes both research and practice. Viewed from this perspective, a more comprehensive, more dynamic understanding of scholarship can be considered, one in which the rigid categories of teaching, research, and service are broadened and more flexibly defined.
There is a readiness, we believe, to rethink what it means to be a scholar. Richard I. Miller, professor of higher education at Ohio University, recently surveyed academic vice presidents and deans at more than eight hundred colleges and universities to get their opinion about faculty functions. These administrators were asked if they thought it would be a good idea to view scholarship as more than research. The responses were overwhelmingly supportive of this proposition.2 The need to reconsider scholarship surely goes beyond opinion polls, but campus debates, news stories, and the themes of national conventions suggest that administrative leaders are rethinking the definitions of academic life. Moreover, faculty, themselves, appear to be increasingly dissatisfied with conflicting priorities on the campus.
How then should we proceed? Is it possible to define the work of faculty in ways that reflect more realistically the full range of academic and civic mandates? We believe the time has come to move beyond the tired old “teaching versus research” debate and give the familiar and honorable term “scholarship” a broader, more capacious meaning, one that brings legitimacy to the full scope of academic work. Surely, scholarship means engaging in original research. But the work of the scholar also means stepping back from one’s investigation, looking for connections, building bridges between theory and practice, and communicating one’s knowledge effectively to students. Specifically, we conclude that the work of the professoriate might be thought of as having four separate, yet overlapping, functions. These are: the scholarship of discovery; the scholarship of integration; the scholarship of application; and the scholarship of teaching.
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