Scholarship Within Service:Boyer Applied to Social Work Communities in Difficult Times

Scholarship Within Service:

Boyer Applied to Social Work

Communities in Difficult Times

Denise Dedman, Ph.D.

Kathleen Woehrle, Ph.D.

Department of Social Work

University of Michigan - Flint

BPD, Portland Oregon

March 17, 2012

Scholarship Within Service

The Problem

The Hypothesis

UM-Flint Process

Dedman-Woehrle, 2012

Workshop Goals

• Participants will identify characteristics of scholarship classified by Boyer’s Model of Multiple

Scholarship, including: Discovery, Teaching, Integration and Application; and recognize the

efficacy of multiple scholarships to the variety of knowledge building necessary in professional

social work education.

• Participants will compare accepted standards of assessing scholarship as historically applied to

Boyer’s scholarship of discovery with broadly accepted strategies of assessing scholarships of

teaching, integration and application.

• Participants will consider tasks in teaching, CSWE Accreditation, and community engagement

that distinguish service and knowledge building to identify points when the work of BSW faculty

becomes scholarship.

• Reviewing one institution’s applications of Boyer to a P&T handbook used to define and assess

multiple scholarships, could be adapted for use in their own institution.


Theoretical Orientation (Workbook Page 1)

Specialized knowledge

Contribution to Community

Boyer’s Multiple Scholarships

(1990, 1996)

Assessing Scholarship

(Glassick, Huber,& Maeroff,1997) Dedman-Woehrle, 2012

Boyer’s Multiple Scholarships

(1990, 1996)

Discovery – knowledge for its own sake

Integration- give meaning to isolated facts

Application- knowledge applied to consequential

problems

Teaching – what teacher knows and pedagogical

procedure

Community Engagement – connecting university

to community – larger purpose


Service is distinct from Scholarship (Boyer, 1990)

• Service is a citizenship activity

• Scholarship

–requires activities tied directly to one’s

special field of knowledge

–related to and flow directly out of this

professional activity

–serious, demanding work requiring the

rigor and the accountability traditionally

associated with research activities.


Standards (Glassick, Huber,& Maeroff,1997)

Clear Goals

Adequate Preparation

Appropriate Methods

Significant Results

Effective Presentation

Reflective Critique


UM-Flint Case Examples


Typical “service” model:

• Volunteer at NIU following the 2008

shootings—community service/

community engagement

• Blog to junior & senior methods classes

while deployed—teaching

• Campus service:

– Threat assessment team presentation

– Joined campus planning committee

– Assigned to crisis management team


Volunteer at NIU following the 2008 shootings

• Scholarship of application

– Direct practice with NIU students/

faculty/staff

– Consultation to campus response

team

• Based on previous training, experience

with disasters/crisis intervention


Disaster intervention

• Volunteer at NIU following the 2008

shootings

• Blog to junior & senior methods

classes while deployed

• Campus threat assessment team

presentation

• Joined campus planning committee

• Assigned to crisis management team


Blog to junior & senior methods

classes while deployed

• Scholarship of teaching

– Decision on what elements to share

with which class

– Judgment on appropriate level of

detail to provide

– Reflection on degree of classroom

discussion and types of questions

arising


Campus threat assessment team

presentation

• Team meets bi-weekly to staff potential

situations

• Presented details of shooting, history

of shooter

• Scholarship of application—based

on training and recent experience


Joined campus planning committee

• Scholarship of integration

– Members from public safety,

facilities, HR, student affairs, faculty

– Consultation to student affairs on

developing support plans

• Ongoing meetings monthly


Assigned to crisis management team

• Tabletop exercises

• Respond with administrative leadership

team upon call-out

• Scholarship of application


Try it for your institution


Workshop Task 1: (page 2)

Identify knowledge and skills of

Social Work


Workshop Step 2 (Workbook Page 3)

Identify service tasks

you perform

Are there social work specific knowledge

and skills you contribute to this service?



Classify tasks by

service designation



Documentation and

Evaluation


Implications:

Scholarship within Service (Workbook Page 6)

• As we allow service and scholarship to be competing interests, we are advancing

inequity in our professional standards for defining scholarship and evaluating

knowledge of worth have created disparities in access to the rewards of faculty role,

such that a two tiered system of promotion is emerging.

• Alternatively, utilizing Boyer’s (1990) model of multiple scholarships, and considering

“scholarship within accreditation” we are able to legitimate a range of scholarships for

knowledge building and empower faculty to pursue the knowledge that is meaningful

to their context.

• As each faculty is rewarded for the rigor of the scholarship, greater equality among

the profession’s junior faculty is advanced.


THANK YOU !

We invite you to join a further

discussion or view example

documents at

http://www.umflint.edu/socialwork/


Scholarship Within Service:Boyer Applied to Social Work Communities in Difficult Times

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