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The Scholarship of Mission: A New Concept for Promoting Scholarly Work Advancing Institutional Goals

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Title: The Scholarship of Mission: A New Concept for Promoting Scholarly Work Advancing Institutional Goals
Language: English
Authors: Elrod, Susan, Whitehead, Lorne, Huber, Mary Taylor
Source: Change: The Magazine of Higher Learning. 2020 52(1):15-22.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 8
Publication Date: 2020
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Universities, Institutional Mission, Educational Improvement, Scholarship, School Effectiveness, Organizational Effectiveness, College Faculty, Teacher Participation, Educational Policy, Educational Practices, Educational Objectives, Equal Education, Action Research, Educational Research, Evidence Based Practice
DOI: 10.1080/00091383.2020.1693815
ISSN: 0009-1383
Abstract: Colleges and universities are under increasing pressure to focus on diversity and inclusion to increase access, close equity gaps, and increase completion rates. Reaching these goals--and others central to institutional missions--requires collective efforts by faculty, staff, administrators, and students. Unfortunately, it can be difficult to engage faculty in institutional improvement efforts, because this work is often under-recognized and under-rewarded. Inspired by Boyer's (1990) multiple categories of scholarship, the authors propose a new, crosscutting one--the "scholarship of mission" (SOM)--to establish a context and case for valuing scholarly work that improves institutional effectiveness in benefiting society. Greater faculty involvement in SOM could lead to improved understanding of the problems of higher education, more robust solutions, and greater opportunities for advancing institutional goals. This in turn will support the development of better policies and practices to support SOM.
Abstractor: ERIC
Entry Date: 2020
Accession Number: EJ1241430
Database: ERIC
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  Value: <anid>AN0141601260;chg01jan.20;2020Feb10.02:55;v2.2.500</anid> <title id="AN0141601260-1">The Scholarship of Mission: A New Concept for Promoting Scholarly Work Advancing Institutional Goals </title> <p>In Short</p> <p></p> <ulist> <item> Colleges and universities are under increasing pressure to focus on diversity and inclusion to increase access, close equity gaps, and increase completion rates.</item> <p></p> <item> Reaching these goals—and others central to institutional missions—requires collective efforts by faculty, staff, administrators, and students.</item> <p></p> <item> Unfortunately, it can be difficult to engage faculty in institutional improvement efforts, because this work is often under-recognized and under-rewarded.</item> <p></p> <item> Naming and embracing a "scholarship of mission" should help administrators to support faculty to more broadly engage in activities that will help institutions better fulfill their educational commitments to society.</item> <p></p> <item> The scholarship of mission can have a broader impact as well, catalyzing a critical mass of faculty to become involved in institutional change efforts, reducing impediments that so often prevent significant systemic improvement and greater benefits to their students, local communities, and the broader society.</item> </ulist> <p>The higher education landscape has changed quite dramatically in the past three decades. Colleges and universities face challenging expectations for cost control, degree completion, and educational outcomes, and they serve an increasingly diverse population as demographics continue to shift (Grawe, [<reflink idref="bib8" id="ref1">8</reflink>]). These shifts change enrollment patterns and pressure institutions to make significant changes in their academic programs, recruitment strategies, marketing approaches, and student support programs. Institutions are especially striving to improve diversity and inclusion in order to improve access, close equity gaps, and increase completion rates. Reaching these goals requires collective efforts of faculty, staff, administrators, and students. While they have made many improvements, many more will be needed to reach equitable levels of persistence and completion.</p> <p>Although administrators are responsible for meeting institutional goals and outcomes, faculty are essential partners in many of these efforts, not only in teaching and service but also in research advancing institutional goals. Unfortunately, it can be difficult to engage faculty in institutional improvement initiatives, not because they are uninterested, but because they understandably wish to succeed within the current system of promotion and tenure that rarely values scholarship that concerns the well-being and operations of their college or university. Inspired by Boyer's ([<reflink idref="bib2" id="ref2">2</reflink>]) multiple categories of scholarship, we propose a new, crosscutting one—the <emph>scholarship of mission</emph>—to establish a context and case for valuing scholarly work that improves institutional effectiveness in benefiting society.</p> <hd id="AN0141601260-2">The Scholarship of Mission</hd> <p>Of course, this is not the first time that shifts in the stated purpose and outcomes of faculty research have become needed. A notable example was a shift toward community-focused research and involvement, which Boyer ([<reflink idref="bib3" id="ref3">3</reflink>]) described as the <emph>scholarship of engagement</emph>, a "means of connecting the rich resources of the university to our most pressing social, civic, and ethical problems" (p. 19; see also Sandmann & Jones, [<reflink idref="bib19" id="ref4">19</reflink>]). We argue that today, major societal issues demand an explicit category, the "Scholarship of Mission (SOM)," <emph>scholarly work that improves institutional effectiveness in benefiting society.</emph> We emphasize that SOM itself is not new—it is a new name for a time-honored, if under-appreciated, form of valuable scholarly research.</p> <p>An important generator of this perspective has been a vibrant body of work that emerged around the intersection of fundamental and applied -research, initiated by Donald Stokes in his book <emph>Pasteur's Quadrant</emph> (1997). Put simply, Stokes pointed out that in addition to (a) fundamental -research focusing on creating knowledge and (b) applied research focusing on using already--developed knowledge to solve societal problems, there is a highly generative, but underemphasized, middle ground that carefully integrates the two. Stokes called this work "Pasteur's Quadrant."</p> <p>Before his untimely death in 1997, Stokes greatly advanced understanding of such dual--excellence research, while more recently others have emphasized the importance of continuous community engagement in Pasteur's Quadrant -research (Narayanamurti & Odumosu, [<reflink idref="bib17" id="ref5">17</reflink>]; Schneiderman, [<reflink idref="bib20" id="ref6">20</reflink>], [<reflink idref="bib21" id="ref7">21</reflink>]). These ideas are combined in the definition of Highly Integrative Basic and Responsive (HIBAR) research (HIBAR Research Alliance, www.hibar-research.org; Seidel, Whitehead, Mossman, & Sá, [<reflink idref="bib22" id="ref8">22</reflink>]; Whitehead, Slovic, & Nelson, [<reflink idref="bib24" id="ref9">24</reflink>]). HIBAR research is the broader research context within which we believe that SOM resides.</p> <p>HIBAR research often focuses on solving -"actionable problems that address civic, business, and global priorities" (Schneiderman, [<reflink idref="bib20" id="ref10">20</reflink>], p. 119). Typically, these problems lie <emph>outside</emph> the academic system, so the associated HIBAR projects can be described as "outward facing." However, with respect to some societal problems, the locus of improvement is <emph>within</emph> the academic system, so projects that result in institutional improvement would be described as "inward facing" (while still being outward serving). Research in this category is extremely important, yet often under-recognized. Figure 1 depicts these relationships.</p> <p>PHOTO (COLOR): Figure 1. SOM is "Inward Facing" Research That Concerns the Operations and Well-Being of Institutions of Higher Education and Incorporates Elements at the Intersection (Green) of Fundamental Research (Blue) and Applied Research (Yellow). Following Others, We Refer to This Zone of Integration as HIBAR Research</p> <p>One challenge in recognizing "inward facing" scholarship is that most metrics we use to validate university scholarship focus on contributions to knowledge and well-being <emph>outside</emph> the borders of the university, often by assessing publications, grants, journal impact factors, policy change, civic recognition, contributions to professional practice, and so on. Currently, there is no recognized category for "inward facing" scholarly work that improves institutional effectiveness. Although faculty members are often expected to carry out "service" work, it generally does not have a scholarly character. Development of the SOM as a valid and distinct category of scholarship may bring enhanced viability and visibility to this type of research.</p> <p>SOM is a key research subset that, to our knowledge, has not previously been identified. It is generally conducted within the context of collaborative efforts involving administrators, faculty, staff, students, and community members. However, of these participants, only the faculty face the personal challenge of being judged by the criteria for reappointment, tenure, or promotion. Consequently, it is only fair, and certainly appropriate, for SOM to be valued as scholarship, since it meets the generally expected standards for scholarly work.</p> <p>As evidence for this, consider the standards of scholarly work that are elaborated in <emph>Scholarship Assessed</emph> (Glassick, Huber, & Maeroff, [<reflink idref="bib7" id="ref11">7</reflink>]), which built on Boyer's taxonomy in <emph>Scholarship Reconsidered</emph> (1990). These are:</p> <p></p> <ulist> <item> Clear goals,</item> <p></p> <item> Adequate preparation,</item> <p></p> <item> Appropriate methods,</item> <p></p> <item> Significant results,</item> <p></p> <item> Effective presentation, and</item> <p></p> <item> Reflective critique.</item> </ulist> <p> <emph>Scholarship Assessed</emph> provides probing questions in each of these areas that help define each of these standards (Exhibit 2.1, p. 36).</p> <p>Consider, as an example of an SOM research project, the recent development of data analytics tools for identifying "at risk" students to help improve their chances of success. In order to carry out the scholarly work needed in developing those tools, a researcher can and should:</p> <p></p> <ulist> <item> <bold> Have a _B_clear goal</bold> of identifying actionable risk factors with specific objectives and hypotheses. For example, early poor attendance and missed exams can identify students who can be efficiently helped with practical interventions;</item> <p></p> <item> <bold> Review the related literature and ensure that the team has the necessary skills and resources as _B_adequate preparation</bold> for the study;</item> <p></p> <item> <bold> Identify and effectively use _B_appropriate methods</bold> to conduct the investigation, including analyzing the data with appropriate statistical and computational tools;</item> <p></p> <item> <bold> Achieve _B_significant results</bold>, meeting the project's goals in an intellectually consequential manner that is valued by peer reviewers and beneficiaries. For example, newly discovered correlations could suggest practical new interventions, which could inspire additional related research;</item> <p></p> <item> <bold> Employ a suitable style of _B_effective presentation</bold> in appropriate fora for different audiences and communicate results with clarity and integrity; and</item> <p></p> <item> <bold> Carry out _B_reflective critique</bold>: evaluating one's own work using a range of evidence (including the views of collaborators, peers, and beneficiaries) and using that critique in the design and conduct of future work.</item> </ulist> <hd id="AN0141601260-3">Responding to Current Equity Pressures and Challenges</hd> <p>While SOM is applicable to the pursuit of the full range of institutional goals, here we will focus on improving educational activities in colleges and universities, because we believe it is a timely and powerful example of how SOM may have an important impact.</p> <p>Consider how campuses have responded to current equity challenges by striving to improve the educational experience for all students in order to raise retention and completion rates. These efforts are often framed as strategic university priorities organized by the administration in response to pressures exerted by boards or legislatures, or facilitated or inspired by external organizations. For example, when Kuh ([<reflink idref="bib13" id="ref12">13</reflink>]) and Kuh and O'Donnell ([<reflink idref="bib14" id="ref13">14</reflink>]) identified a suite of "high-impact practices (HIPs)," educational activities that "have been widely tested and have shown benefits for college students, especially those from historically underserved backgrounds," many colleges and universities took note (Association of American Colleges and Universities, 2007, p. 53).</p> <p>Soon institutions started ramping up offerings of HIPs, such as undergraduate research, community-based learning, and study abroad, as a way of enriching the educational experience for all students, while also improving retention and closing equity gaps. This required faculty and staff engagement, revision of curricula, and the development of mechanisms to assess student participation and the impact of HIPs on student success.</p> <p>Another recent development has been the application of big data approaches to understand trends in student behavior, enrollment, persistence, and graduation and identify evidence-informed interventions for improving these outcomes. Technological advances are making such approaches more user friendly and widely available. For example, large consulting firms have developed software tools and platforms to support this work. In addition to the investment of funds required to purchase access rights and secure consultant services, successful implementation requires faculty buy-in as well as administrative support.</p> <p>The need to alleviate financial barriers to equitable participation in higher education has also emerged as an area for data-related improvement. Analyses of non-re-enrolling students can reveal the numbers of students who have financial holds placed on their ability to register. Institutions need to better understand these difficulties and find ways to intervene through the provision of supports, such as emergency funds, new financial aid, advising and outreach programs, tuition forgiveness programs, or other means. Research, hypothesis testing, experimentation, and analysis are required to respond properly to these critical issues.</p> <p>Undoubtedly, such use of evidence and analytics in a cycle of continuous improvement is a research-based approach, one that colleges and universities need to use more often for self-analysis, change, and improvement. Indeed, an increasing number of faculty, staff, and administrators on campuses across the country <emph>are</emph> working together on projects that improve student outcomes by making changes in institutional culture, processes, and programs. Their efforts are often presented at higher education conferences, published in higher education journals, and made public in other external venues.</p> <p>Faculty are essential participants and contributors to these projects. Their deep engagement is critical as contributors to the analysis of the data, the development of subsequent evidence-based solutions, and the design, implementation, and assessment of programs that engage students more deeply in their learning and better prepare them for personal, professional, and civic life.</p> <p>Yet where is the credit for faculty who are engaged in this important scholarly effort? We believe that identifying and honoring SOM can be a great help in incentivizing, supporting, and rewarding these efforts. Of course, merely naming something achieves little directly. However, by helping to build the required awareness, understanding, and acceptance, needed changes become possible. Properly crediting SOM gives researchers the academic freedom to pursue it vigorously and institutions a better defined way to support their pursuits.</p> <hd id="AN0141601260-4">Benefits of Recognizing and Rewarding SOM</hd> <p>Enacting policies and practices that establish SOM as a recognized form of scholarship for promotion and tenure considerations will encourage a significant increase in this important and needed work. Consider the many types of collaborative, intellectual work that are required to design, launch, improve, and sustain large programs that are central to institutional goals. An excellent example is the Meyerhoff Scholars Program, "a multi-faceted support program to enhance the achievement of African-American students in the sciences" at the University of Maryland, Baltimore County and its adaptations elsewhere (Domingo et al., [<reflink idref="bib4" id="ref14">4</reflink>]; Maton, Pollard, McDougall Weise, & Hrabowski, [<reflink idref="bib16" id="ref15">16</reflink>]), or the campus-wide curricular and cocurricular effort to "make global learning universal" at Florida International University (Landorf, Doscher, & Hardrick, [<reflink idref="bib15" id="ref16">15</reflink>]). These are all programs that required significant SOM efforts.</p> <p>Institutions that deeply value SOM will also be able to attract more faculty to join and support institutional improvement efforts. This is critical, because change initiatives require a critical mass of supports, such as the "volunteer armies" referred to by Kotter ([<reflink idref="bib12" id="ref17">12</reflink>], [<reflink idref="bib11" id="ref18">11</reflink>]), noted in other change frameworks such as Elrod and Kezar's model for systemic institutional change in STEM education ([<reflink idref="bib6" id="ref19">6</reflink>]), and the "collective impact" method for solving social problems (Kania & Kramer, [<reflink idref="bib10" id="ref20">10</reflink>]). Engaging in SOM may also enhance institutions' evidence-based decision-making capacity with external groups, such as corporations or community organizations, who respect high-quality management practices. These new partnerships, in turn, will lead to greater societal impact, strengthening institutions' capacity to contribute to the social and economic well-being of their local region.</p> <p>Arguably, most university faculty, staff, or administrators would like to contribute to the betterment of society through improved research methods, educational impact, or social justice efforts, but usually only a small fraction directly participate in such scholarly work. Recognizing and valuing SOM can increase participation and improve faculty members' understanding of their institutions' challenges and opportunities. They may also start to see a place for themselves as a leader in their institution beyond the roles that faculty already play in shared governance. Clearly building leadership capacity is a worthy endeavor to which recognition of SOM may contribute.</p> <hd id="AN0141601260-5">Policies and Practices That Can Support SOM</hd> <p>In order for the concept of SOM to gain traction in institutional settings, several actions will be required. Faculty will need to advocate for valuing SOM as legitimate scholarly work in their disciplines and departments. As we know from similar efforts that have improved recognition for the scholarship of teaching and learning and for the scholarship of engagement, this is a long-term process (Ellison & Eatman, [<reflink idref="bib5" id="ref21">5</reflink>]; Hutchings, Huber, & Ciccone, [<reflink idref="bib9" id="ref22">9</reflink>]). Disciplines may or may not be inclined to welcome new forms of scholarship in their journals and conferences, and academic departments also differ in their openness to new forms of scholarly work.</p> <p>There is certainly a key role for campus-wide policies, especially those concerning promotion and tenure. While such policies need to be quite general, they can help by declaring SOM to be a valid and acceptable form of scholarship. Further, peer review committees can be advised on recognizing excellence in SOM. Position descriptions for new faculty can name this as a respected option for scholarship. Accordingly, hiring committees can be encouraged to value SOM, and departments could cast SOM as a valid career shift for senior faculty, who bring experience as well as passion to improving their institution. Naturally, attaining these worthwhile objectives will require significant time and collaboration within faculty governance systems. We argue that these efforts are warranted and a sound -investment.</p> <p>Meanwhile, much can also be done to support SOM immediately. Boards and presidents can specifically direct university leaders to carry out evidence-based improvement, indirectly encouraging faculty to engage in this work. Professional development activities can be launched to help familiarize faculty with SOM. Sabbaticals for "retooling" in this line of research can become more commonplace and thus greatly assist interested faculty. New peer mentoring networks can support junior and senior faculty alike in pursuing SOM. Even small amounts of institutional funding (for course releases, conference travel, etc.) can significantly encourage SOM. Similarly, using already-planned institutional events to highlight SOM can have a big impact.</p> <p>Funding agencies, too, can add competitions or programs that encourage proposals in areas where SOM is most needed. For example, several private philanthropic foundations and research institutes focus on improving student retention and graduation, such as the Bill and Melinda Gates Foundation, the Lumina Foundation, and the Howard Hughes Medical Institute. Public funders are also already encouraging improvements in equity and institutional effectiveness. For example, the National Science Foundation's INCLUDES program (2019) seeks "to catalyze the STEM enterprise to work collaboratively for inclusive change, which will result in a STEM workforce that reflects the population of the Nation."</p> <p>SOM is likely to have eager audiences beyond the particular college or university in which the work is done. Dissemination venues may include conferences and journals of higher education associations, such as the National Association of Student Personnel Administrators, AAC&U, American Association of State Colleges and Universities, American Council on Education, and educational research associations, even disciplinary associations and societies. There are already scholarly articles, conference presentations, and books published on student risk factors, community-service learning, freshman-year programs, integrative learning, and undergraduate research, signaling SOM is a lively and valid—if so far unnamed—form of scholarship.</p> <p>While our focus in this article has been on work that advances institutions' educational mission, especially regarding equity and student success, we believe SOM has a much broader impact on the university. For example, research on other ways of enhancing the undergraduate experience (or graduate student experience, where applicable) also count as SOM—such as improving assessment of student learning outcomes, creating better faculty development efforts, or pedagogical reform projects, like Carl Wieman's Science Education Initiative (Wieman, [<reflink idref="bib25" id="ref23">25</reflink>]).</p> <p>There are also other domains of "service" in which SOM is needed. On the community engagement side, there is the work of designing, assessing, and improving institutional programs that serve the local community, for example in the arts, or for teachers and students in K–12. On the research side, there is the work of institutional history, whether it is to understand and address troubling legacies of discrimination from the past or to inform plans for new building projects. More generally, there is a recognized growing need to better incentivize problem-solving scholarship that integrates components of fundamental and applied research. Overall, the possibilities for better valuing SOM are broad and deserve a fuller account than we can provide here.</p> <hd id="AN0141601260-6">The Future of SOM</hd> <p>What distinguishes SOM from most other kinds of university-based scholarship is its inward-facing, outward-serving orientation and its integration of fundamental and applied research to solve important problems. SOM projects build understanding for improved operations within institutions and consequently much better fulfillment of their missions. Naming and embracing the scholarship of mission can help broadly engage faculty in collaborative, innovative, and integrative activities that will make our institutions better at serving students, local communities, and the larger society. Many faculty are already working on a variety of initiatives toward that end, more and more often in collaborative efforts that rely on their skills as scholars and researchers. Recognizing and rewarding the intellectual work in these activities as the scholarship it is will encourage more faculty to contribute to SOM.</p> <p>Greater faculty involvement in SOM could lead to improved understanding of the problems of higher education, more robust solutions, and greater opportunities for advancing institutional goals. This in turn will support the development of better policies and practices to support SOM. By embracing the scholarship of mission, campuses can attain a critical mass of engaged faculty and thus better enable student and societal well-being while creating and contributing to knowledge that scholars of mission can build on at other institutions in the United States and around the world.</p> <p>The authors sincerely thank Pat Hutchings, Adriana Kezar, Judith Ramaley, and Harvey Weingarten for kindly reviewing a draft of this article and providing very thoughtful suggestions. We deeply appreciate their insights and advice, which have significantly added to this work.</p> <ref id="AN0141601260-7"> <title> References </title> <blist> <bibl id="bib1" type="bt">1</bibl> <bibtext> Association of American Colleges and Universities. National Leadership Council for Liberal Education & America's Promise. (2007). College learning for the new global century. Washington, DC : Association of American Colleges and Universities.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref2" type="bt">2</bibl> <bibtext> Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ : Carnegie Foundation for the Advancement of Teaching.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref3" type="bt">3</bibl> <bibtext> Boyer, E. L. (1996). The scholarship of engagement. Journal of Public Service and Outreach, 1 (1), 11 – 20.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref14" type="bt">4</bibl> <bibtext> Domingo, M. R. S., Sharp, S., Feeman, A., Freeman, T., Jr., Harmon, K., Wiggs, M., & Summers, M. F. (2019). Replicating Meyerhoff for inclusive excellence in STEM. Science, 364 (6438), 335 – 337.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref21" type="bt">5</bibl> <bibtext> Ellison, J., & Eatman, T. K. (2008). Scholarship in public: Knowledge creation and tenure policy in the -engaged university: A resource on promotion and tenure in the Arts, Humanities, and Design. Imagining America Tenure Team Initiative on Public Scholarship. Syracuse, NY : Imagining America.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref19" type="bt">6</bibl> <bibtext> Elrod, S. L., & Kezar, A. (2017). Increasing student success in STEM: Summary of a guide to systemic institutional change. Change: The Magazine of Higher Education, 49 (4), 26 – 34.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref11" type="bt">7</bibl> <bibtext> Glassick, C. E., Huber, M. T., & Maeroff, G. I. (1997). Scholarship assessed : Evaluating the professoriate. San Francisco, CA : Jossey-Bass.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref1" type="bt">8</bibl> <bibtext> Grawe, N. (2018). Demographics and the demand for higher education. Baltimore, MD : Johns Hopkins -University Press.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref22" type="bt">9</bibl> <bibtext> Hutchings, P., Huber, M. T., & Ciccone, A. (2011). The scholarship of teaching and learning reconsidered: Institutional integration and impact. San Francisco, CA : Jossey-Bass.</bibtext> </blist> <blist> <bibtext> Kania, J., & Kramer, M. (2011). Collective impact. Stanford Social Innovation Review, 9 (1), 36 – 41.</bibtext> </blist> <blist> <bibtext> Kotter, J. (2014). Accelerate. Boston, MA : Harvard Business Review Press.</bibtext> </blist> <blist> <bibtext> Kotter, J. P. (2012). Leading change. Cambridge, MA : Harvard Business Review Press.</bibtext> </blist> <blist> <bibtext> Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them and why they matter. Washington, DC : Association of American Colleges and Universities.</bibtext> </blist> <blist> <bibtext> Kuh, G. D., & O'Donnell, K. (2013). Ensuring quality & taking high-impact practices to scale. Washington, DC : Association of American Colleges and Universities.</bibtext> </blist> <blist> <bibtext> Landorf, H., Doscher, S., & Hardrick, J. (2018). Making global learning universal: Promoting inclusion and success for all students. Sterling, VA : Stylus.</bibtext> </blist> <blist> <bibtext> Maton, K. I., Pollard, S. A., McDougall Weise, T. V., & Hrabowski, F. A. (2012). Myerhoff Scholars Program: A strengths-based, institution-wide approach to increasing diversity in science, technology, engineering, and mathematics. Mt. Sinai Journal of Medicine, 79, 610 – 623.</bibtext> </blist> <blist> <bibtext> Narayanamurti, V., & Odumosu, T. (2016). Cycles of invention and discovery: Rethinking the endless frontier. Cambridge, MA : Harvard University Press.</bibtext> </blist> <blist> <bibtext> National Science Foundation, NSF INCLUDES. (2019). Dear colleague letter. Retrieved from https://<ulink href="http://www.nsf.gov/pubs/2019/nsf19042/nsf19042.jsp">www.nsf.gov/pubs/2019/nsf19042/nsf19042.jsp</ulink></bibtext> </blist> <blist> <bibtext> Sandmann, L. R., & Jones, D. O. (Eds.). (2019). Building the field of higher education engagement: Foundational ideas and future directions. Sterling, VA : Stylus.</bibtext> </blist> <blist> <bibtext> Schneiderman, B. (2016). The new ABCs of research: Achieving breakthrough collaborations. Oxford, UK : Oxford University Press.</bibtext> </blist> <blist> <bibtext> Schneiderman, B. (2018). Twin-win model: A human-centered approach to research success. Proceedings of the National Academy of Sciences, 115 (50), 12590 – 12594.</bibtext> </blist> <blist> <bibtext> Seidel, M. D., Whitehead, L., Mossman, M. A., & Sá, C. (2017). The distributed network of cooperating teams (DNCT): A multi-level initiative for organizational change. University of British Columbia Digital Repository.</bibtext> </blist> <blist> <bibtext> Stokes, D. E. (1997). Pasteur's quadrant: Basic science and technological innovation. Washington, DC : Brookings Institution.</bibtext> </blist> <blist> <bibtext> Whitehead, L., Slovic, S., & Nelson, J. (2019). Re-invigorating HIBAR research for the 21st century. Technology and Innovation: Journal of the National Academy of Inventors.</bibtext> </blist> <blist> <bibtext> Wieman, C. (2017). Improving how universities teach science: Lessons from the Science Education Initiative. Cambridge, MA : Harvard University Press.</bibtext> </blist> </ref> <aug> <p>By Susan Elrod; Lorne Whitehead and Mary Taylor Huber</p> <p>Reported by Author; Author; Author</p> <p></p> <p>Susan Elrod is Chancellor of Indiana University South Bend. She is an experienced higher education leader with a track record of scholarship that spans the boundaries of science, technology, enginnering, and math teaching and learning and organizational leadership and institutional systemic change.</p> <p>Lorne Whitehead is Special Advisor—Entrepreneurship, Innovation & Research at the University of British Columbia (UBC) and a Professor in the UBC Department of Physics and Astronomy. His research concerns optics, vision, and related innovations in illumination and imaging. His administrative work involves system-wide improvement initiatives in teaching and research.</p> <p>Mary Huber is Senior Scholar Emerita at the Carnegie Foundation for the Advancement of Teaching and Senior Scholar with the Bay View Alliance. She has written extensively about changing faculty cultures in U.S. higher education, focusing especially on the scholarship of teaching and learning.</p> </aug> <nolink nlid="nl1" bibid="bib19" firstref="ref4"></nolink> <nolink nlid="nl2" bibid="bib17" firstref="ref5"></nolink> <nolink nlid="nl3" bibid="bib20" firstref="ref6"></nolink> <nolink nlid="nl4" bibid="bib21" firstref="ref7"></nolink> <nolink nlid="nl5" bibid="bib22" firstref="ref8"></nolink> <nolink nlid="nl6" bibid="bib24" firstref="ref9"></nolink> <nolink nlid="nl7" bibid="bib13" firstref="ref12"></nolink> <nolink nlid="nl8" bibid="bib14" firstref="ref13"></nolink> <nolink nlid="nl9" bibid="bib16" firstref="ref15"></nolink> <nolink nlid="nl10" bibid="bib15" firstref="ref16"></nolink> <nolink nlid="nl11" bibid="bib12" firstref="ref17"></nolink> <nolink nlid="nl12" bibid="bib11" firstref="ref18"></nolink> <nolink nlid="nl13" bibid="bib10" firstref="ref20"></nolink> <nolink nlid="nl14" bibid="bib25" firstref="ref23"></nolink>
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  Data: The Scholarship of Mission: A New Concept for Promoting Scholarly Work Advancing Institutional Goals
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  Data: <searchLink fieldCode="AR" term="%22Elrod%2C+Susan%22">Elrod, Susan</searchLink><br /><searchLink fieldCode="AR" term="%22Whitehead%2C+Lorne%22">Whitehead, Lorne</searchLink><br /><searchLink fieldCode="AR" term="%22Huber%2C+Mary+Taylor%22">Huber, Mary Taylor</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Change%3A+The+Magazine+of+Higher+Learning%22"><i>Change: The Magazine of Higher Learning</i></searchLink>. 2020 52(1):15-22.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 8
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  Label: Publication Date
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  Data: 2020
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  Data: Journal Articles<br />Reports - Descriptive
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Mission%22">Institutional Mission</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Scholarship%22">Scholarship</searchLink><br /><searchLink fieldCode="DE" term="%22School+Effectiveness%22">School Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+Effectiveness%22">Organizational Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Participation%22">Teacher Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Objectives%22">Educational Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Action+Research%22">Action Research</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink>
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  Data: 10.1080/00091383.2020.1693815
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  Data: 0009-1383
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Colleges and universities are under increasing pressure to focus on diversity and inclusion to increase access, close equity gaps, and increase completion rates. Reaching these goals--and others central to institutional missions--requires collective efforts by faculty, staff, administrators, and students. Unfortunately, it can be difficult to engage faculty in institutional improvement efforts, because this work is often under-recognized and under-rewarded. Inspired by Boyer's (1990) multiple categories of scholarship, the authors propose a new, crosscutting one--the "scholarship of mission" (SOM)--to establish a context and case for valuing scholarly work that improves institutional effectiveness in benefiting society. Greater faculty involvement in SOM could lead to improved understanding of the problems of higher education, more robust solutions, and greater opportunities for advancing institutional goals. This in turn will support the development of better policies and practices to support SOM.
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  Data: 2020
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  Data: EJ1241430
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        Value: 10.1080/00091383.2020.1693815
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      – Text: English
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      Pagination:
        PageCount: 8
        StartPage: 15
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      – SubjectFull: Universities
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