1. What forms of scholarship define the work of those in your department at their best?

Scholarship in the communication field includes original written research, presentation of that research in journals and at conferences, invited speaking opportunities, and consulting. We view the forms of scholarship in three tiers, ordered according to value and depth of original work.

Original Research:
Projects that involve students for they best meet teaching and institutional goals
Papers accepted for publication in peer-reviewed international, national, regional and state journals
Presentations of competitively selected papers at international, national, regional and state conferences
Research shared with/used to educate the lay community

Reviews:
Writing published reviews of books
Reviewing articles for publication
Reviewing textbooks for publication
Reviewing competitive papers for presentation at conferences

Lectures/Public Speaking/Panel Participation:
Invited lectures and public speaking engagements
Invited participation on roundtable and panel discussions at international, national, regional and state conferences
Consulting

2. What forms of peer review—including those beyond the Luther campus—are appropriate for that work?

The most prestigious form of peer review is that for refereed journals in the field, with national journals being most prestigious, followed by regional and state journals. A second layer of peer review includes competitively selected papers for international, national, regional and state conferences. Finally, a form of peer review is invitation, because of reputation and expertise, to present lectures, workshops, speeches, or to serve as a consultant.

3. How can you encourage and enable your colleagues to see that such work bears fruit in their teaching?

Creating an environment of teaching scholars that encourages faculty to conduct research that excites them is essential. Relating scholarship to teaching can challenge our best students. Furthermore, involving students in research teaches students and benefits faculty who can simultaneously teach and mentor students, while engaging in research that may be presented or published.

4. What depth and range of achievement in scholarship at the third year, tenure review, and application for promotion to full professor should distinguish the work of Luther faculty?

Journals in the field of communication are highly competitive with acceptance rates typically ranging from 8% to 15%. As such, an active research program, presentation of that research at conferences, and attempts to publish are expected. Publications are also expected, but due to the low acceptance rates and preference of quality over quantity, a specific number of publications expected is not specified.

Minimum expectation
Third year review:
An active research program
Annual presentations of research at conferences
Submission of research papers to conferences and journals
Publications in relevant outlets

Tenure:
An active research program
Annual presentations of research at conferences
Submission of research papers to conferences and journals
Publications in state, regional, national, or international journals in the field

Promotion to full professor:
An active, ongoing research program
Annual presentations of research at conferences, including the national conference
Consistent efforts to publish by submission of research papers to journals in the field
Publications, since tenure, in state, regional, national or international journals in the field
Extending research beyond the academic community

Not required, but beneficial:
Collaborative research projects with students¨
Relevant publications outside the field¨
Research shared with/used to educate the lay community¨
Public speaking engagements¨
Consulting¨ Reviewing of books ¨
Reviewing of papers for conferences and publication

5. What distinctive forms of scholarship can thrive at a liberal arts college of the church?

Though traditional quantitative and qualitative research is important at a liberal arts college, more important is collaborative research with students and research that reaches beyond the classroom to the community. At a liberal arts college of the church where the focus is on learning, we should be engaging our students in scholarship and as such engaging them in their field of study. Where appropriate, that research can be presented by students at communication conferences. Secondly, we can aim to use our research to aid the community. For example, research on family communication, intercultural communication and media all can reach beyond the classroom to educate communities on effective communication strategies, and on critical use of media. Such scholarship, when presented to the community in newsletters, guest speaking, via the internet, or other media weds scholarship with community service. Whenever our scholarship can reach colleagues and be delivered to a lay audience, our scholarship becomes distinct as furthering the goals of a liberal arts college of the church.

(reviewed Fall 2010)