چکیده (انگلیسی):

The work of a professor is the “scholarship of teaching” (Boyer, 1990). The strength of the
teaching and learning environment is fostered by a dynamic interplay between the mentor
(scholar) and the mentee (student). Boyer (1990) suggests that in order to be a scholar , one must
have “a recognition that knowledge is acquired through research, through synthesis, through
practice, and through teaching.” However, as the academy has placed increased emphasis on
research productivity as a concrete measure of scholarship, faculty may lose sight of what it
means to view teaching as a scholarship. For example, if mentorship collaborations
(student/faculty, faculty/faculty) are not viewed as scholarship activities, faculty may limit the
amount or depth of student mentorship or peer collaborations to pursue their own research
endeavors and thereby compromise the scholarship of teaching. Research is needed to gain an
understanding of how faculties view collaborative research in relation to the scholarship of
teaching. The purpose of this paper is to first briefly describe the student-centered mentorship
model for doctoral students proposed by Zipp and Olson (2008); second, to address the question,
“Should the outcomes associated with this model be recognized as faculty scholarship?”; and
third, to present pilot data of faculty perceptions on the role of collaborative scholarship in the
mentorship of doctoral students.