Scholars of higher education have long recognized that existing reward systems and structures in academic communities do not weight faculty professional service as they do teaching and research. This paper examines how four colleges and universities with exemplary programs for assessing service as scholarship implemented these policies within colleges of education. Case studies suggest that policies to assess service as scholarship can increase consistency among an institution’s service mission, faculty workload, and reward system; expand faculty’s views of scholarship; boost faculty satisfaction; and strengthen the quality of an institution’s service culture.
O’Meara, KerryAnn, "Scholarship Unbound: Assessing Service As Scholarship in Promotion and Tenure Decisions" (2001). New England Resource Center for Higher Education Publications. 22.