Transformational Scholarship
- Transformational Scholarship Team Members
- Overriding Goals
- Research Questions and Strategic Goals
- Links
The scholarly process at Azusa Pacific University should be an ongoing endeavor that fosters a culture of inquiry, informed by faith; involves students; contributes to the quality of teaching, research, and scholarship; and has a direct and lasting impact on learning. The products and processes of scholarly activities will be diverse, reflecting the strengths of each discipline as well as individual gifts.
Transformational Scholarship Team Members
Team Leader, Laurie A. Schreiner, Ph.D.
Professor, Doctoral Higher Education
School of Behavioral and Applied Sciences
The Faculty Research Council (FRC) is the faculty governance body that supports the Transformational Scholarship theme for the WASC Educational Effectiveness review (EER).
Chair, Josh Morris, Ph.D.
Associate Professor
College of Liberal Arts and Sciences
Carole Lambert, Ph.D.
Professor, English
Director, Office of Research
Kevin Huang, Ph.D.
Associate Professor, Biology and Chemistry
Director of Undergraduate Research
Lou Hughes, Ph.D.
Associate Professor, School of Nursing
Director, Office of Sponsored Research and Grants
Sue Aspley, M.S.
Associate Professor
University Libraries
Patricia Bonner, Ph.D.
Professor of Doctoral Studies in Education
School of Education
Kimasi Browne, Ph.D.
Professor
School of Music
Jim Fujitani, Ph.D.
Assistant Professor
College of Liberal Arts and Sciences
Bonnie Huiskes, PhD
Assistant Professor
School of Nursing
Jau-Lian Jeng, Ph.D.
Professor
School of Business and Management
Dennis Okholm, Ph.D.
Professor
School of Theology
Laurie Schreiner, Ph.D.
Professor
School of Behavioral and Applied Sciences
Cahleen Shrier, Ph.D.
Professor
College of Liberal Arts and Sciences
Overriding Goals
By fall 2012, the university will have:
- implemented personnel, finances and other infrastructure resources to ensure faculty and students engage in transformational scholarship
- demonstrated that APU faculty members continue to be recognized for their excellence in scholarship; that all forms of transformational scholarship (i.e. discovery, integration, creativity, teaching, and application) are supported and encouraged, and that the quantity and quality of faculty scholarship has increased significantly
- demonstrated that the number of APU students engaging in scholarly activities related to their academic pursuits and under the mentorship of APU faculty had increased
- implemented assessment measures that ensure an ongoing feedback loop exists to evaluate the degree to which student learning outcomes are met by faculty and student involvement in transformational scholarship activities
Research Questions and Strategic Goals
Capacity and Preparatory Review
CPR Q1. How do university faculty and students define and engage in transformational scholarship?
By the end of the CPR, we expect:
- university faculty and students will recognize a consistent definition of transformational scholarship.
- the university will identify, consolidate, and communicate research, teaching, scholarship, and support services to enable students and faculty to pursue scholarly activities.
Educational Effectiveness Review
EER Q1. To what extent does student engagement in scholarship impact student success?
EER Q2. In what ways does faculty scholarship influence their teaching, service to the community, professional effectiveness, or contribution to their discipline?
By the end of the EER, we expect:
- each program within the university to identify and assess at least one student learning outcome that encourages students to develop research and scholarship skills appropriate to their discipline
- each department in the university to articulate the specific types of scholarship it values among its faculty, along with three-year departmental goals for scholarly productivity
