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Boyer outlines four types of scholarship, with implications for DP&S' work. Boyer notes that scholarship is often equated with research, and argues here for a more flexible, open-minded approach to definitions of scholarship, reminding us that "scholarship in earlier times referred to a variety of creative work carried on in a variety of places, and its integrity was measured by the ability to think, communicate, and learn." The crux of his argument is what he sees as the relationship between theory and practice, which enable and reinforce one another. Outlining four types of scholarship-discovery, integration, application, and teaching-Boyer makes it clear that scholarship is more than siloed, disciplinary research. It also includes those activities which make the findings of scholarship comprehensible to others, and the application of those findings to specific problems beyond the Ivory Tower. In Boyer's four-part model, discovery is essentially research, i.e., the creation of new knowledge. Integration involves drawing connections between existing knowledges, and making those knowledges intelligible to audiences outside the academy. Application is the use of scholarly understanding to answer questions and solve problems. It overlaps to some extent with the notion of service, though not all service is scholarship: "To be considered scholarship, service activities must be tied directly to one's special field of knowledge and relate to, and flow directly out of, this professional activity. Such service is serious, demanding work, requiting the rigor-and the accountability-traditionally associated with research activities." Teaching, the final component of Boyer's model, is self-evident, and for him "teaching, at its best, means not only transmitting knowledge, but transforming and extending it as well."

Professor of Physics Daniel W. Koon has created his own YouTube channel to host videos of his scientific demonstrations. Since then, his channel has received more than 100,000 viewers from the U.S., South Korea, India, and the U.K., and currently has more than 50 subscribers.

Using the instructional video in the classroom with individual devices, students can pause and replay the video while the instructor helps the struggling students.

Duke University student newspaper "As the use of the "flipped classroom" model rises on campus, students and faculty are taking time to adjust to the idea."

Flipping your course is not an all or nothing endeavor. Dip your toe into the flipping pool.

A faculty member uses software called Personify to record her "flipped classroom" lectures. Personify allows her to place her head and shoulders (recorded as she delivers the lecture) on top of the screencasting content, and she can choose when to display her image and when not to display her image as she delivers the lecture.

This article summarizes various studies that show that active learning if more effective than the traditional lecture, particularly for women and students of color.

Interesting article about the difficulty of working with archives, especially when their contents or structures don't match research questions. This applies mostly to paper archives, although the issue of digital archives is discussed at the end as well. The article is primarily a summary of presentations at a conference.

Apparently learning that science does not always come naturally-even to geniuses-helps children succeed. Students who learned that great scientists struggled, both personally and intellectually, outperformed those who learned only of the scientists' great achievements, new research shows. Ninth- and 10th-grade students in low-performing New York City schools who read about Albert Einstein's struggles, including multiple school changes...

More colleges are allowing dissertations to take digital or other nontraditional forms, but students need to prepare for the career consequences.