Boyer Model of Scholarship

Since its creation in 1970, the campus has recognized excellence in teaching as the main component of its institutional mission. UIS faculty view themselves as teacher-scholars, a concept that was described in the UIS Vision Statement adopted by the Campus Senate in May 1996. Without diminishing the importance of their instructional role, UIS faculty are expected to be actively engaged in scholarship ­ a term preferred to research in keeping with the recent national dialogue that has redefined faculty work to reflect the full range of mandates addressed by the professoriate.

As referenced in Article 3 of the UIS Faculty Personnel Policy and in Chapter 7 of the campus’ 1997 NCA Self-Study Report, UIS has adopted the typology of scholarship presented in Ernest Boyer’s Scholarship Reconsidered: Priorities of the Professoriate (Princeton: Carnegie Institute for the Advancement of Teaching, 1990) available in Brookens Library, call number: LA227.3.B694 1990. By defining the scholarly modes of discovery, application, integration, and teaching, Boyer validates scholarly activity whether directed toward instruction, basic research, or applied research that serves the community.

UIS faculty often cite the Boyer framework and terminology in general discussions of their activities as well as in individual self-reports. Faculty at UIS engage in scholarship as part of their normal instructional assignments or through non-instructional assignments (NIAs) available through academic departments or programs and colleges or through the Center for State Policy and Leadership. UIS’ emphasis on public affairs in its instruction, research, and service has strengthened their inter-relationships and produced many projects that serve government or non-governmental agencies.