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Scholarship Reconsidered: Priorities of the Professoriate By Ernest L. Boyer ( Jossey-Bass )
Release Date: 1997-11-28
Average Customer Rating:
List Price: $28.00
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Product Description
The Carnegie Foundation for the Advancement of Teaching
Ernest L. Boyer's Scholarship Reconsidered offers a new paradigm that recognizes the full range of scholarly activity by college and university faculty and questions the existence of a reward system that pushed faculty toward research and publication and away from teaching.
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 Scholarship Reconsidered-A mandate for new scholars ( sdicken179 )
This text offered insights for anyone, currently involved in, or considering the academic profession. The authors do a wonderful job in decribing the current expectations of academia at the period this text was constructed. Unfortunately, the book does paint the picture many would expect. It is unfortunate that higher education may have strayed from the teaching mission whether intentionally or indirectly but the authors offer alternatives as to how to approach the situation and that it may not be as polarized as it may appear.
It would be insightful to see this study updated to reflect the current situation.
SD-(Kentucky)
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Easy, Effective Read
Boyer gives concrete advice for anyone that wishes to enter the world of academia or who is already in the academy that wants to refocus their efforts for maximum results. The book is easy to read and gives great food for thought.
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 a leader of educators
Dr.Boyer's Scholarship Reconsidered: Priorities of the Professoriate is one of the most famouse works about American education.Two years ago I read the book in China.By the way, I'm a Chinese graduate. And I think it is a usful book for those who are intersted in Ameican higer education.
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An age-old problem without solution
I'd have given the book a higher rating if the author can come up with a clear and appropriate solution to the problem. Imbalance between teaching and research in higher education institutions is not a new issue. There is little doubt that almost everyone can feel the pain: from administrators and faculty to students and parents. The problem is crystal clear, but it persists because we don't know or don't have the will to fix it. Let's face the reality: Universities build their reputation around research grants and publications and Nobel Prizes. Parents fight to get their children into these high profile universities. Students who graduate from these universities have a better chance to land a good job. In the process the "reputation" of these universities is further intensified. It's a vicious cycle not the administrators or the faculty alone can break. No one will say no to good teaching. The real problem is that reward for good teaching is less tangible, effects of good teaching are less immediate. It may take years before students appreciate good teaching, some time long after they've moved on. It may take generations before the society feels the effects of good teaching. Education is a society's long term investment. In a modern age where we ask for immediate recognition and fame, we lack the will to pursue a distant but more satisfying goal. All these problems cannot and should not be tackled by the administrators & faculty alone, as the book seems to suggest. These problems call on all of us to search deep in our soul what it really takes to move the society forward.
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A must read for all higher education faculty
Ernest Boyer has presented a very thoughtful conception of the changing demands placed upon those faculty who work in higher education. Recognizing the triad which governs the "tenurability" of faculty, Boyer addresses the need to rethink what higher education is about and how the "professoriate" needs to re-examine and re-prioritze what is important--teaching! He argues eloquently for making teaching the object of research and research a basis for what is taught. The book should be required reading for all faculty and administrators who work in higher education and constantly struggle with tenure and promotion criteria. He presents a very different perspective on what is important, not only to the professors, but more importantly to the students and ultimately to society. His straight forward style and clear message makes the reading of the book a pleasure and his message can serve as a catalyst for serious discussion about what is important activity for professors to engage in as "educators" of our future leaders, scientists, business persons, teachers, lawyers, doctors, and other members of society.
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Addiction
