RELATIONSHIPS AMONG SCHOLARLY CONTRIBUTIONS
| Teaching and Learning | Research | Creative Work | Outreach | Service | |
| Type of Scholarship | With learners, develops and communicates understanding and insights; develops and refines new teaching content and methods; fosters lifelong earning behavior. | Generates and communicates knowledge and understanding; develops and refines methods. | Interprets the human spirit, creates and communicates insights and beauty; develops and refines methods. | Synthesizes and communicates understandings, applications, and insights; develops and communicates new technologies, materials, or uses; fosters inquiry and invention; develops, refines and implements new methods. | Participates in governance and committee work; develops and implements new programs; serves as editor or referee for manuscripts and other creative works. |
| Audiences | Learners* (also peer educators). *May include those at a distance who receive degree credit. | Peers (also students, publics, supporters of research). | Various publics (also peers, patrons, students). | General public, including educators, students, peers, professionals, and practitioners; industry, government, business and other external entities. | Department, college or school, university, and other academic institutions; industry, government, business, and other external entities; professional associations and learned societies. |
| Means of Communicating Scholarship | Teaching materials and methods; classes; curricula; publications and presentations to educator peers and broader publics. | Peer-reviewed publications and presentations; patents; public reports and presentations. | Shows, performances, and distribution of products, reviews, news reports; copyrights; peer presentations and juries; publications. | Demonstrations and presentations to audiences; patents; publications for users; periodicals and reports; peer reviewed presentations and publications. | Offices held; committees served; administrative, editorial, and consulting services. |
| Criteria for Validating Scholarship | Originality and significance of new contributions to learning; depth, duration and usefullness of what is learned; lifelong benefits to learners and adoption by peers. | Originality, scope, and significance of knowledge; applicability and benefits to society. | Beauty, originality, impact and duration of public value; scope and persistence of influence and public appreciation. | Relationship to units’ mission; usefulness and originality of new or different understanding, applications, and insights; breadth, value, and persistence of use and impact on client, audience or public. | Relationship to academic role and departmental mission; benefits and applicability to service recipient. |
| Documentation of Scholarship | Teaching portfolio, including summaries of primary new contributions, impacts on students and learning; acceptance and adoption by peers; evidence of leadership and team contributions. | Summaries of primary contributions; evidence of significance and impact in advancing knowledge, new methods, public benefits; evidence of communication and validation by peers; evidence of leadership and team contributions. | Summaries of primary contributions, public interest, and impact, evidence of communication with publics, peer recognition and adoption; evidence of leadership and team contributions. | Portfolio, including description of activity or program; summaries of primary contributions, communication to users; significance and scope of use, impact, and benefits; evidence of commercial and societal value; evidence of acceptance and adoption by peers; evidence of leadership and team contributions. | Appointment letters; summary of contributions and evidence of impact; evidence of leadership and team contributions. |
Adapted from C.J. Weiser, College of Agricultural Sciences, Oregon State University, Corballis, February 1994.
Last Updated: November 30, 2022