As a consequence, student evaluations, which are required, have become the primary and often only indicator of teaching performance. We must, we believe, give equivalent emphasis to peer evaluation of teaching as we give to peer evaluation of research. The University's ability to encourage and reward effective teaching requires the development of efforts both to assess the strength of each faculty member's teaching and to encourage programs at the departmental level and elsewhere that focus faculty on teaching and underscore its importance in the University. The work of the faculty will, and indeed must, continue to emphasize the scholarship of discovery. However, the mission of the University requires that the faculty also embrace the scholarship of integration and application of knowledge.
Current policy does in fact encompass the broad definition of scholarship.
The candidate's professional activities should be scrutinized for evidence of achievement and leadership in the field and of demonstrated progressiveness in the development or utilization of new approaches and techniques for the solution of professional problems. It is the responsibility of the department chairperson to provide evidence that the position in question is of the type described above and that the candidate is qualified to fill it. This principle must be extended to practice. To give the point added emphasis, it should be better understood that the practice professions are explicitly purposive and are responsible for prescribing actions aimed at desired future outcomes. In these respects, they differ from the sciences and from the classical fields of scholarship, both of which stress the inherent value of ideas and knowledge, learning and understanding.