Numerous changes in higher education (e.g., the demand for accountability, threats to tenure, new modes of instruction) and discontent with narrow definitions of scholarship have created the need for a broader and more precise definition of the nature of scholarship in psychology. The 5-part definition that we propose includes ( a ) original research (creation of knowledge), ( b ) integration of knowledge (synthesis and reorganization), ( c ) application of knowledge, ( d ) the scholarship of pedagogy, and ( e ) the scholarship of teaching in psychology. Scholarly activities require high levels of discipline-specific expertise, are innovative, can be replicated, are documented, can be subject to peer review, and have significance. This broader conceptualization of scholarship will benefit all stakeholders in higher education-students, faculty, colleges and universities, the community, and society at large.

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Although important distinctions among sociometrically rejected, neglected, and popular children have been reported in the literature, concerns have been raised about use of negative peer nominations in identifying these children. A revised procedure developed by Asher and Dodge [Developmental Psychology, 22, 444-449 (1986)] eliminates the need to obtain negative peer nominations. In the present study, the construct validity of this revised procedure was explored and its long-term stability examined over 6, 12 and 18 months. Our findings establish significant differences on several indices among rejected, neglected and popular children. However, the differences between rejected and popular children were more robust than those between neglected and popular children, who failed to differ from one another on most of the measures. Moreover, fairly good long-term stability was found for popular and rejected status, whereas the long-term stability for neglected status was quite poor. These findings were addressed in the context of similar research employing negative nomination methods. Implications for the identification of at-risk children were also discussed.

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