Boyer, Schulman, and Glassick at Brigham Young University–Hawaii, 2012
International Journal for the Scholarship of Teaching and Learning, Vol: 7, Issue: 1
2013
- 474Usage
- 4Captures
Metric Options: CountsSelecting the 1-year or 3-year option will change the metrics count to percentiles, illustrating how an article or review compares to other articles or reviews within the selected time period in the same journal. Selecting the 1-year option compares the metrics against other articles/reviews that were also published in the same calendar year. Selecting the 3-year option compares the metrics against other articles/reviews that were also published in the same calendar year plus the two years prior.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Usage474
- Downloads339
- Abstract Views135
- Captures4
- Readers4
Article Description
Excerpt: This essay begins with a discussion of traditional university faculty evaluation and leads into the reconsideration of the breadth, credibility, and structure of this faculty evaluation as proposed by Boyer (1990). It concludes with a taxonomy that would help one to validate Boyer-type scholarship products as meeting the requirements for acceptable faculty scholarship excellence.
Bibliographic Details
http://digitalcommons.georgiasouthern.edu/ij-sotl/vol7/iss1/18; https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1382&context=ij-sotl&unstamped=1; http://dx.doi.org/10.20429/ijsotl.2013.070118; https://digitalcommons.georgiasouthern.edu/ij-sotl/vol7/iss1/18; https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1382&context=ij-sotl; https://dx.doi.org/10.20429/ijsotl.2013.070118; https://digitalcommons.georgiasouthern.edu/ij-sotl/vol7/iss1/18/
Georgia Southern University
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