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The CAPTE Faculty Scholarship Criterion Adoption of the Boyer Model

Arriving at the current CAPTE expectations. The core faculty

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The CAPTE Faculty Scholarship Criterion Adoption of the Boyer Model

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    1. The CAPTE Faculty Scholarship Criterion Adoption of the Boyer Model Michael J. Emery PT, Ed.D. Sacred Heart University Fairfield, CT

    2. Arriving at the current CAPTE expectations The core faculty…… is sufficient in number and time commitment to engage in research, other scholarly activities… Each faculty member has expertise in areas of assigned teaching… Each faculty member has a record of ongoing scholarship and professional accomplishments…consistent with the philosophy of the program and institution. CAPTE criteria, 1998

    3. Arriving at the Current CAPTE Expectations Position Paper on Scholarship; Adopting Boyer’s Model (Scholarship of: Discovery, Integration, Application, and Teaching) Adopted October, 1999 “This paper assumes that scholarly activity is inherent in the role of a core faculty member regardless of institutional mission or philosophy” (Accreditation Update, August , 2000) “The examples provided are not inclusive….they may or may not fulfill promotion and tenure requirements” (Accreditation Update, December, 2000) Position Paper revision to address rationale for expectations, a description of scholarship as applied to PT education and clarification of ‘ongoing, scholarly ‘record’ (Position Paper revision, February, 2003)

    4. Boyer’s Model as applied to Physical Therapy Education Programs Boyer’s model provides a broad definition of scholarship, yet rigorous, that can be applied to different educational contexts Scholarship requires scholarly work that is both peer-reviewed and disseminated “….Boyer’s paradigm is being used as a point of departure” Boyer’s categories of scholarship provide possible applications for faculty at different points in their development

    5. Boyer’s Categories as applied to Physical Therapy Education Discovery A traditional view of research Contributes to the body of knowledge Publications such as books, articles in scientific journals, presentations at scientific meetings Integration Critical analysis and review of knowledge Creative synthesis of views and insights Literature reviews, meta-analyses, books, book chapters, reports on interdisciplinary programs and service projects, policy presentations designed to influence other groups

    6. Boyer’s Categories as applied to Physical Therapy Education Application Applying knowledge in the solution of problems Case studies, presentations related to practice, patient outcome analyses, grants to expand practice Teaching Reflective analysis of the knowledge about teaching and learning More that just ‘good teaching’ Scholarship related to pedagogy, reports of teaching innovations, published textbooks, recognition as a master teacher

    7. Boyer’s Principles as applied to Physical Therapy Education Scholarship of any kind is subject to peer review Scholarship is disseminated to appropriate constituencies A record of scholarship may include work in more that one of Boyer’s categories Scholarship requires a broad intellectual foundation; tomorrow's scholars must be liberally educated.

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