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Scholarship Reconsidered And Its Impact On Engineering And Technology Graduate Education

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2008 Annual Conference & Exposition


Pittsburgh, Pennsylvania

Publication Date

June 22, 2008

Start Date

June 22, 2008

End Date

June 25, 2008



Conference Session

Measuring Success of Graduate Program Components

Tagged Division

Graduate Studies

Page Count


Page Numbers

13.1065.1 - 13.1065.10



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Paper Authors

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James Zhang Western Carolina University

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Ken Burbank Western Carolina University

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Brian Howell Western Carolina University

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Bill Yang Western Carolina University

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Yeqin Huang Western Carolina University

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Robert Adams Western Carolina University

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Scholarship Reconsidered and Its Impact on Engineering and Technology Graduate Education


Boyer’s model of scholarship classifies scholarships into discovery, integration, application, and teaching. Since its inception in 1990, this model has impacted university faculty’s perception of scholarship as well as Tenure, Promotion, and Reappointment (TPR) policies of many universities.

This paper discusses the impact of Boyer’s model on engineering and technology graduate education. The “GREAT” model, standing for Graduate Research, Engagement, Applications, and Teaching, is proposed. Implementation processes and results of this model in the Master of Science in Technology (MST) program at Western Carolina University are reported, and implications of further research on the impact of engineering and technology graduate education are discussed.


In his book “Scholarship Reconsidered,” Boyer argued that scholarships should be expanded beyond pure research. He classified scholarships into four categories: discovery, integration, application, and teaching 1. This is the well-known “Boyer’s model of scholarship.” Since its inception in 1990, Boyer’s model has been widely discussed and debated, and the focus has mainly been on its impact on university faculty, especially their tenure, promotion, and reappointment (TPR) policies 2, 3.

However, scholarships are not generated by faculty alone. Our students, especially graduate students, are an important integral part of the scholarship. They serve as a backbone of pure research (discovery), a vehicle of implementations (integration and application), and a bridge between faculty and the students, graduate and undergraduates alike (teaching). Their efforts of generating and improving the quality of scholarships can never be undermined, and adoption of Boyer’s model definitely sets a new direction of graduate education in terms of scholarships.

Zhang, J., & Burbank, K., & Howell, B., & Yang, B., & Huang, Y., & Adams, R. (2008, June), Scholarship Reconsidered And Its Impact On Engineering And Technology Graduate Education Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. 10.18260/1-2--3364

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