A framework for assessing practice-oriented scholarship in schools of public health.
Within many schools of public health, substantial ambiguity surrounds the process of defining and rewarding faculty contributions to practice-oriented scholarly activities. Ernest L. Boyer introduced a powerful and compelling new paradigm for assessing the core domains of scholarship: the scholarships of discovery, integration, teaching, and application. This article draws on Boyer's domains and his colleagues, Charles E. Glassick, and others' criteria for evaluating them in introducing a framework for assessing practice-oriented scholarship within schools of public health. The article presents concepts, content, and defining criteria of practice-oriented scholarship and identifies the principles that might guide tenure and promotion decisions related to it.
Aday
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University of Texas School of Public Health, Houston, USA.
Quill
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D002322:Career Mobility; D004059:Diffusion of Innovation; D005180:Faculty, Medical / Q000592:standards*; D005257:Fellowships and Scholarships / Q000592:standards*; D006801:Humans; D007373:Interinstitutional Relations; D017145:Models, Educational; D017146:Models, Organizational; D009937:Organizational Objectives; D015397:Program Evaluation / Q000379:methods*; D015980:Public Health Practice / Q000592:standards*; D012106:Research / Q000592:standards; D012581:Schools, Public Health / Q000592:standards*; D013663:Teaching / Q000592:standards; D014481:United States