Scholarly recognition should be given for research, synthesis, practice, and teaching. Boyer argued that the academy should reward faculty in all four areas of scholarship; scholarship of discover, integration, application, and of teaching.

Scholarship of Discovery: As a general rule, the academy holds the pursuit of knowledge in the highest regard. Research is at the heart of academic life and it needs to be celebrated. Research is a central ingredient of academic life. Research contributes to the intellectual climate of the university. It is a creative process that is crucial if scholarship is to be advanced. The outcomes of research potentially can enhance the meaning and efforts of the institution itself.

Scholarship of Integration: The process of making connections within and across disciplines. The process is closely related to the scholarship of discovery. Research is conducted in areas where disciplines converge.  It involves fitting one’s own research with that of others into larger intellectual patterns. It is serious disciplined work that seeks to interpret and bring new insight to original research.

Scholarship of Application: Service, in a variety of forms, is a requirement of faculty in most universities. The scholarship of application looks at service from the perspective of engagement. Information is first discovered…then applied. The scholar may ask the question “How can knowledge be responsibly applied to consequential problems?” When theory and practice come together then engagement becomes scholarly. In one form, the scholarship of application seeks to discover how the university may assist with societal problems.

Scholarship of Teaching: Scholarly teaching initiates students into the best values the academy offers. Students are enlightened to comprehend and synthesize information. Scholarly teaching entices future scholars. Reciprocal benefits can emerge. Teaching will be enriched by building on what faculty learn in exchanges with students.