Chair Report of theCOD/COF Joint Committee on Eliminating Barriers to Teaching Excellence1

The Committee’s charge was as follows: 1. develop an expanded definition of scholarship that includes the scholarship of teaching; 2. suggest measures for scholarly productivity and excellence beyond those recognized for the traditional scholarship of discovery; 3. propose a faculty reward system that recognizes faculty diver-sity; and 4. determine what is needed to gain greater acceptance of this broader definition. During this decade. AACP has studied Ernest L. Boyer’s Scholarship Revisited: Priorities of the Professoriate(1) Boyer’s categories of scholarship include: (i) the scholarship of discovery; (ii) the scholarship of integration; (iii) the scholarship of applica-tion; and (iv) the scholarship of teaching. Specifically. Boyer asserts that in his broader definition of scholarship, the scholarship of teaching entails assuring that “the work of the professor be-comes consequential because it is understood by others. As a scholarly endeavor, teaching both educates and entices future scholars. The scholarship of leaching demands that the teacher be informed and fully conversant with the knowledge of his or her field. As a scholarly and intellectual activity, teaching is rigorous and time-consuming, and requires serious, continuous study.” (from AJPE 1993; 57, 386)(2). The membership has adopted policy based upon Boyer’s broader definition of scholarship: • “AACP encourages colleges and schools of pharmacy to accept a broader definition of scholarship for pharmaceutical education as described in Paper IV of the Commission t