Boyer Commission Report Goals (1995):

1. make research-based learning the standard: learning is based on discovery guided by mentoring rather than on the transmission of information/ inherent in inquiry-based learning is an element of reciprocity: faculty can learn from students as students are learning from faculty/ Involving Undergraduates in the Research Process/ A Mentor for Every Student/ Internships
2. construct an inquiry-based freshman year: The first year of a university experience needs to provide new stimulation for intellectual growth and a firm grounding in inquiry-based learning and communication of information and ideas/ Seminar Learning/ Block Scheduling/ Remediation Before Admission
3. build on freshman foundation: The freshman experience must be consolidated by extending its principles into the following years. Inquiry-based learning, collaborative experience, writing and speaking expectations need to characterize the whole of a research university education/ Long-term Mentorship/ Integrating Transfer Students
4. remove barriers to interdisciplinary education/ Breaking the Disciplinary Molds
5. link communication skills and course work: Undergraduate education must enable students to acquire strong communication skills, and thereby create graduates who are proficient in both written and oral communication/ Communication in Every Course 
6. use information technology creatively: Because research universities create technological innovations, their students should have the best opportunities to learn state-of-the-art practices—and learn to ask questions that stretch the uses of the technology/ The Electronic Classroom/ Enriching Teaching Through Technology
7. culminate with a capstone experience: The final semester(s) should focus on a major project and utilize to the fullest the research and communication skills learned in the previous semesters.
8. educate graduate students as apprentice teachers: Research universities must redesign graduate education to prepare students for teaching undergraduate students as well as for other professional roles/ Reshaping Professional Training/ Restoring Communication/ Solving the Teaching Crisis
9. change faculty reward systems: Research universities must commit themselves to the highest standards in teaching as well as research and create faculty reward structures that validate that commitment/ Synergy of Teaching and Research/ Evaluating Teaching
10. cultivate a sense of community: Research universities should foster a community of learners. Large universities must find ways to create a sense of place and to help
    students develop small communities within the larger whole/ Diversity as an Asset/ Linking Commuters and Residents

Building Community Report goals (1996):

1. an enriched mission: whereby students are empowered with a duty to promote a wider agenda of beauty in support of an enriched environment and society
2. diversity with dignity: promoting inclusive, varied, accessible and creative educational environments
3. standards without standardization: maintaining diversity in provision and offer while maintaining rigorous, fair and open professional and educational standards
4. connected curriculum: fusing the scholarships of teaching, inquiry and engagement with other communities within and outside the academy and the profession
5. climate for learning: providing learning communities, which are supportive, transparent and sharing of common purposes between students, academics, support staff and professionals
6. unified profession: seeking closer collaboration and understanding between the academy and the architectural profession
7. service to the nation: establishing an ethical and socially activist agenda in architectural education for the betterment of society and the environment.

Boyer 1996: Four forms of scholarship: of Discovery/ of Integration/ of Application/ of Teaching

Glassick et al. 1997, SIX QUALITATIVE STANDARDS FOR THE IDENTIFICATION AND ASSESSMENT OF SCHOLARSHIP: Clear Goals/ Adequate Preparation/ Appropriate Methods/ Significant results/ Effective Presentation/ Reflective Critique

SoTL (Scholarship of Teaching and Learning) : movement that was developed to encourage critically reflective inquiry into educational methods and theories for the promotion of successful students learning/ philosophical shift from teaching to learning/

Teaching Commons: an academic space whereby ‘communities of educators committed to pedagogical inquiry and innovation come together to exchange ideas about teaching and learning and use them to meet the challenges of educating students for personal, professional, and civic life (Huber and Hutchings, 2005)/ the title has been imbued with contemporary resonance with the rise of Creative Commons

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References

• The Boyer Commission on Educating Undergraduates in the Research University, 1995,  REINVENTING UNDERGRADUATE EDUCATION: A Blueprint for America’s Research Universities, available here
• Boyer, E.L., 1990. Scholarship Reconsidered: PRIORITIES OF THE PROFESSORIATE. Carnegie Foundation for the advancement of teaching.
• Boyer, E.L., Mitgang, L.D., 1996. Building community: a new future for architecture education and practice: a special report. Princeton: The Carnegie Foundation for the Advancement of Teaching
• Holgate, P., Sara, R., 2014. Towards a learning commons for architecture. In Charrette 1(1) Summer 2014
• Glassick, Ch. E., Huber, M.T., Maeroff, G.I. 1997. Scholarship Assessed: Evaluation of the Professoriate. San Francisco: Jossey-Bass

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