“Boyer Reconsidered”: Fostering Students ’ Scholarly Habits of Mind and Models of Practice

In his Scholarship Reconsidered: Priorities of the Professoriate, Ernest L. Boyer argued for a conception of ‘scholarship ’ that recognizes traditional research – what he termed the ‘scholarship of discovery ’ – but which also includes the scholarly domains of ‘integration’, ‘application’, and ‘teaching’. His validation of teaching has spawned a virtual ‘industry ’ devoted to what is now known as the Scholarship of Teaching and Learning (SoTL). f In this paper I seize upon the fact that, in the process of assembling his argument for better recognition of the range of faculty work, Boyer reconsidered the very concept of scholarship, arriving at a broader conception that highlights and celebrates a rich intersection of varied scholarly activities and practices. After introducing Boyer’s four domains of scholarship and summarizing the various scholarly activities – what might be termed the ‘habits of mind ’ and ‘models of practice ’ – that are associated with those domains, I use the faculty-teaching-scholar template that emerges to generate a map for the development of the student-as-scholar. There is, I believe, a serious need to balance the (quantitatively and qualitatively) great work on the faculty-teaching component of SoTL with an increased focus on the student-learning side. Finally, I demonstrate how the various scholarly habits of mind and models of practice that help define th