Research Assessment Exercise 2006 University Grants Committee

Opening Remarks by Prof Roland Chin Convenor, Research Ad Hoc Group (RAG) University Grants Committee

Opportunities for Scholarship University Grants Committee Research Assessment Exercise January 23 rd & 24 th 2006

The Carnegie Foundation for the Advancement of Teaching Lee Shulman, President Richard Gale, Senior Scholar & CASTL Director Stephanie Waldmann, Foundation Secretary Chun-Mei Zhao, Research Scholar Dan Bernstein, University of Kansas

The Carnegie Foundation for the Advancement of Teaching “To do and perform all things necessary to encourage, uphold, and dignify the profession of the teacher and the cause of higher education” - from The Carnegie Foundation Mission Statement

The Work of the Scholar The work of the scholar remains incomplete until it is understood and used by others.

Scholarship Reconsidered (1990) “Is it possible to define the work of faculty in ways that reflect more realistically the full range of academic and civic mandates?” “… the work of the professoriate might be thought of as having four separate, yet overlapping, functions” Discovery Integration Application Teaching

The Four Scholarships: Discovery Scholarship that makes a commitment to knowledge for its own sake, to freedom of inquiry and to following in a disciplined fashion an investigation wherever it may lead … Comes closest to what is usually meant when we speak of “research”

The Four Scholarships: Discovery Science Mathematics

The Four Scholarships: Integration Scholarship that makes connections across the disciplines, in a larger context, at the boundaries where fields converge … that seeks to interpret, draw together, and bring new insight to bear on original research … Interdisciplinary, interpretive, integrative

The Four Scholarships: Integration Humanities Professional

The Four Scholarships: Application Scholarship that serves the interest of the larger community by addressing consequential problems … bringing knowledge to bear on the issues faced by members of the society The community’s issues themselves define the agenda for scholarly investigation

The Four Scholarships: Application Education Science

The Four Scholarships: Teaching Scholarship using disciplinary methods and practice to study and improve student learning … building on, peer reviewing, and sharing knowledge gained through investigation to improve teaching and learning Not only transmitting knowledge, but transforming and extending it as well

The Four Scholarships: Teaching Science Humanities Professional

The Advancement of Learning The University Teaching Application IntegrationDiscovery

Scholarship Assessed (1997) All forms of scholarship include: Clear goals Adequate preparation Appropriate methods Significant results Reflective critique Effective presentation Glassick, Huber, & Maeroff

Framework for Scholarly Accomplishment Levels of Scholarly Performance Components of Scholarly Work

Threshold Goals of the projectWell-articulated and intentional Preparation for scholar’s work Based upon prior scholarship in its area Methods used to conduct work Follows conventions of scholarly efforts within its domain Evidence gathered to demonstrate impact of work Evidence appropriate to the scholar’s field to evaluate proposed practices or ideas Reflection on workScholar has articulated lessons learned Communication of results to others Work is publicly accessible for others to use, build upon, and review critically

ThresholdAdvancedExemplary Goals of the project Well-articulated and intentional Move well beyond existing work in the field and represent innovations Articulates new goals that will advance the work of other scholars Preparation for scholar’s work Based upon prior scholarship in its area Includes broad synthesis of prior work Scholar acquires new knowledge and skills that enhance quality of the work Methods used to conduct work Follows conventions of scholarly efforts within its domain Takes full advantage of methods available to make its impact Generates new methods that enable others to enhance their scholarship Evidence gathered to demonstrate impact of work Evidence appropriate to the scholar’s field to evaluate proposed practices or ideas Evidence suggests that the scholar’s ideas or practices are worth implementing Evidence suggests practices or ideas have had great impact on other scholars Reflection on work Scholar has articulated lessons learned Scholar has made adjustments in practice based on reflection Scholar can report enhanced achievement of goals resulting from lessons learned Communication of results to others Work is publicly accessible for others to use, build upon, and review critically Scholar’s reflective work has been cited by others Work has had broad impact on practices and inquiry of many others interested in the same questions

Establishing Excellence Qualities of Surprise and Delight Transparency of Argument and Evidence Commitment to Rigor and Peer Review Communication and Dissemination of Standards and Examples

Acknowledgements Prof. Roland Chin, Mr. Michael Stone, and The University Grants Committee Hong Kong Institutions of Higher Education Research Assessment Exercise Participants

Opportunities for Questions