Educational Scholarship and Academies of Teaching Scholars

Educational Scholarship and Academies of Teaching Scholars

William A. Anderson, PhDProfessor, Medical EducationCollege of Human MedicineMichigan State University


Health professions faculty have faced increased and sometimes conflicting expectations


Faculty Report:

• The way they spend their time has

changed• They are working harder and longer • Less time available for scholarly activity• Poor recognition and rewards for their efforts • Increased frustration with their faculty position

Bellini ,2001


How Did This Occur?

• Broader institutional missions

• Increased accountability for faculty activities

• Increased research/scholarly expectations

• Decreased reimbursement for clinical services• Decline in general fund and research support


The Consequences

“The current faculty reward system did not match faculty activities” (E. Boyer, 1990)

• 70% of faculty said their interests lay in teaching

• 56% said research publications and grant dollars were essential for promotion/tenure

• 53% said publications and grants were merely

counted, not qualitatively measured• 77% said we need better ways to

evaluate the scholarly performance of faculty

(Carnegie Foundation, 1990)


Ernest L. Boyer “Scholarship Reconsidered” Carnegie Foundation for the Advancement of Teaching (1990)


Diamond, 2002


AGENDA

1.Educational Scholarship: a (very) Brief History

2.Status of Educational Scholarship Today

3. Challenges Facing Academies of Teaching Scholars

4. UNMC’s Successes and Challenges


Educational Scholarship: a Brief History

Ernest L. Boyer “Scholarship Reconsidered” Carnegie Foundation for the Advancement of Teaching (1990) Thesis: “For US colleges to remain vital, a new,

broader vision of scholarship is required”.

• Scholarship of discovery• Scholarship of integration• Scholarship of application• Scholarship of teaching


Boyer’s Expanded Definition of Scholarship

1. The Scholarship of Discovery• What has been meant by “research”• Generally supported by external grant

dollars• The discovery of new knowledge• Traditionally, lab and clinical research • Emphasis on a disciplined, scientific

approach

2. The Scholarship of Integration• Makes connections across disciplines• Interpreting data and findings in new and revealing ways• Collaborating with colleagues in other fields


Boyer’s Expanded Definition of Scholarship

3. The Scholarship of Application

• Making practical use of research findings• Related to and flows out of professional

activities• The interaction of theory and practice• The land grant university model

4. Scholarship of Teaching

• Scholarship that transmits and transforms knowledge• Builds bridges between teachers and learners• Consequential only when it is understood by others• Completes the circle of knowledge


Educational Scholarship: a Closer Look

• The most controversial of the the 4• Traditionally not viewed as scholarship

Why?• Because of an inability to determine

its contribution to the field

• To be considered scholarship, teaching and education must be subjected to the same review standards as other forms of scholarship



Charles E. Glassick. “Scholarship Assessed” San Francisco: Jossey Bass, 1997

Thesis: “We need new standards for assessing scholarship” • Clear goals

• Adequate preparation• Appropriate methods• Significant results• Effective presentation• Reflective technique


Evaluating the Scholarship of Education

(Glassick, 1997)1. Clear Goals

• Did the scholar identify an important question?• Are the objectives of the work clearly defined, realistic, and achievable?

2. Adequate Preparation• Show an understanding of prior work in the area?• Bring together the necessary resources?

3. Appropriate Methods• Are appropriate methods used to achieve the goals?• Are the methods appropriately applied?


Evaluating the Scholarship of Education

4. Significant Results• Achieve the goals?• Did the work make a contribution to the field?

5. Effective Presentation• Use a suitable style and effective organization to disseminate the work?• Use appropriate forums for communicating work to the intended audience?

6. Reflective Critique• Did the scholar use evaluative feedback to improve the quality

of future work?• Did the scholar critically evaluate his/her own work?



Lee Shulman. “Assessing the Scholarship of Teaching” Carnegie Foundation for the Advancement of Teaching, 2001Thesis: “Teaching must be rigorously assessed to be considered scholarship”

• It must be made public• It must be peer-reviewed• It must build on the work of others • It must be reproducible and usable by others



The Summary

1. We have expanded our definition of scholarship beyond the traditional discovery of knowledge.

2. Accepting (and rewarding) the scholarship of integration, application and education more accurately reflects the activities and contributions of faculty.

3. For educational activities to be considered scholarship, they must meet the generally accepted criteria.


Topic #2:

Status of Educational Scholarship Today



1.New Faculty Tracks• Health Professions• Clinical Educator

2. Evolving Promotion & Tenure Criteria• Explicit definitions of educational

scholarship• Examples of acceptable activities

• Teaching innovations • Teaching materials

• Curriculum development • Advising and mentoring

• Educational leadership • Learner assessment

• Educational research (Simpson,

2004)



3. Development of Support Mechanisms• Educational faculty development

training• Educational innovation grants• Educational Scholars Programs• Teaching Academies

4. Increased Dissemination Options• Professional organizations & meetings• Journals• Educational Materials



Increased Dissemination Options• Professional Organizations & Meetings

• AAMC (GEA, RIME, GSA, GFA, etc.)• Regional GEA meetings• Generalists in Medical Education

• Journals• Academic Medicine • Medical

Education• Medical Teacher • Med. Ed. Online• Teaching & Learning in Medicine• Evaluation in the Health Professions

• Educational Materials• Med EdPORTAL 2.0 (AAMC)



5. New Reward and Recognition Options• Teaching/Educational Awards• Outstanding educator receptions• Medallions• Annual monetary awards• Annual lectureship & education day• Highlighted on institutional website



The Summary1. Educational scholarship has become a viable

form of scholarship.

2. Institutions are quantifying educational scholarship in promotion and tenure criteria.

3. There are multiple ways to “grow” educational scholarship.

4. There are many new peer-reviewed options for disseminating educational scholarship.

5. Institutions are recognizing and rewarding educational scholarship.


Topic #3: Challenges Facing Academies

of Teaching Scholars


Academies of Teaching ScholarsThe Primer

Definition: a cohort of faculty members selected to participate in a longitudinal set of faculty development activities.

• recognition of excellence• to prepare future educational leaders• to improve the educational skills of

faculty• to generate educational scholarship

History: originally a form of recognition for teaching excellence in research-intensive medical centers. Evolved to improve the

educational, leadership or scholarly skills of faculty.

Format: Monthly meetings, readings, assignments, completion and

dissemination of a major project.

Outcomes: Properly administered, most programs achieved their

stated goals.

So Paul, what are the Top

Ten challenges facing

Academies of Teaching Scholars?

Top Ten Challenges Facing Academies of Teaching Scholars

10. Having a Clear Purpose & Goals• Recognition/reward for excellence?• Skills development?• Curriculum improvement, educational

leadership, or educational scholarship?9. Eligibility Criteria• Experienced, new, ELIT, or any faculty?• Inclusive or exclusive?• All professions, disciplines, and

specialties?8. Expectations and Consequences

• Minimal expectations for participation & completion?

• Department co-pay?• Protected time for participants? • Consequences for non-completion?


7. Identifying Relevant Activities• Related to goals of the program?• Workshops, journal clubs, project(s),

assignments?• How much & how many?6. Frequency of Contact• Monthly, quarterly, etc?• Duration of contact?

5. Institutional Leadership & Support• Demonstrable support from top

administration• Willingness to institutionalize if

successful4. Securing a Program Budget, Space, Support Staff

• National average: ~$50-75,000


3. Developing Measurable Outcomes• Related to goals of the program?• Indicators of program success?

2. Recognition & Rewards for Participants• For successful program graduates: stipend, merit increase, certificates, medallions, publicity, etc.• For program faculty & mentors?

And the Number One Challenge for Teaching Academies is….

1. Finding a Program Director with a “Fire-in-the Belly”• role model• available• committed to an excellent program


Topic #4: UNMC’s Successes and Challenges


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are needed to see this picture.

UNMC’s Successes in Promoting Educational Scholarship

1. Leadership2. Promotion & Tenure Criteria3. Educational Facilities4. Educational & Instructional Technology Scholars

Programs5. Educational Support Grants


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UNMC’s Challenges in Promoting Educational Scholarship

1. Changing departmental & institutional culture

2. Building a critical mass of

educators

3. Having Teaching Scholars serve as change agents & mentors

4. Sustained leadership & program commitment



Final Thoughts

1. Educational Scholarship is viable and growing.

2. Opportunities for disseminating Educational

Scholarship are growing, but external funding remains elusive.

3. UNMC has made an impressive commitment to date in promoting Educational Scholarship.

4. The proposed Academy of Teaching Scholars should considered as one of several tools necessary to build Educational Scholarship at UNMC.

5. And…..


Enjoy your successes, but always keep looking forward!

Documents

Educational Scholarship and Academies of Teaching Scholars