COLLEGE OF HEALTH AND SOCIAL SCIENCES SCHOLARSHIP PORTFOLIO (2013) | Page 3

Vision on Scholarship
Consistent with the social justice mission of the University, the hallmark of the College of Health and Social
Sciences is its belief in the potential of scholarship to right a wrong - an act of intellectual advocacy to serve
the public good, to wrestle with critical social problems, and to transform how individuals, communities, and
institutions function – by disseminating the knowledge from basic, translational, and applied research and by
advancing the practice of specific disciplines. This vision is best achieved when scholarship is supported as
a faculty-initiated and faculty-driven process that emerges from their intellectual curiosity, expertise, social
engagement and professional identity. To affirm the breadth of faculty interests and to honor the spectrum
of academic disciplines, the College embraces an inclusive view of scholarship as discovery, integration,
application, teaching, and engagement.[1] Among the qualities valued in scholarship, the College supports work
that is ethical, innovative, interdisciplinary, collaborative, theoretical and applied.

Values
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Transformative: Affirms scholarship that leads to positive social change and addresses critical societal
problems by advancing both knowledge and practice.
Academic Freedom: Supports faculty in pursuing scholarship true to their intellectual passions and
curiosities.
Inclusive: Embraces a broad, inclusive view of scholarship.
Community-Focused: Emphasizes culturally competent and socially engaged scholarship that responds to
and addresses the needs of communities, particularly those that are marginalized and underserved.
Interconnected: Promotes scholarship that informs and enhances teaching and service.

Principles
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Multiple Indicators: Utilizes a range of criteria to evaluate scholarship.
The College regards the evaluation of faculty scholarship as a complex process that is
best achieved through an analysis of multiple criteria rather than reliance on any single
criterion. Faculty members who, through their scholarly pursuits, invest themselves in
the training of future scholars are especially recognized in the College.

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Quality and Quantity: Recognizes the evaluation of scholarship as a balance between quality and quantity.
While quality and quantity are both integral to this evaluation, there is an emphasis on multiple indicators of
quality, such as innovation, professional and community impact, quality of publication venue, and so forth.

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Peer Assessment: Supports the fundamental role of faculty in evaluating scholarship.
Faculty from relevant fields and disciplines are critical to the assessment of the significance and quality of
scholarship.

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Funding for Scholarship: Celebrates the full range of scholarship, with and without funding. The College
views funding as a means to support scholarship rather than a goal of scholarship. Faculty members are
encouraged to obtain funding only to the extent that such grants are needed to advance their scholarship,
their professional agenda, and/or the welfare of the community.

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Developmental: Respects the evolving process of scholarship.
The College recognizes that the skills to pursue a scholarship agenda are honed over time and that tangible
scholarly outcomes require sustained dedication.

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[1] Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.