different areas of scholarship. logo scholarship reconsidered boyer (1990) reviewed changes in...

LOGOScholarship Reconsidered

Boyer (1990) reviewed changes in American higher education . He noted that the focus of higher education, “… had moved from the student to the professoriate, from general to specialized education, and from loyalty to campus to loyalty to the profession.”

But by “the profession”, he meant the professional field of the faculty member moreso than the profession of college teaching.

LOGOScholarship Reconsidered

Specifically, scholarship should have four separate yet overlapping meanings: the scholarship of discovery, the scholarship of integration, the scholarship of application, and the scholarship of teaching.

LOGOBoyer’s next breakthrough (1996)

1990 Four scholarships: Discovery -new knowledge Integration -connecting with other

perspectives or contexts Application -using knowledge to help solve

practical problems Dissemination -‘sharing knowledge’(1996)

1996 Fifth scholarship: Community Engagement

LOGODefining the Scholarship of Discovery:

The scholarship of discovery is to engage in research that contributes to basic knowledge and/or achievements within a particular field or fields.

This scholarship should result in the creation of new knowledge (e.g., paradigm, insights, directions for research, theory building, etc.) or should place previous scholarship within a new context.

LOGOElements or Stages of the Scholarship of Discovery Preliminary/background work. Literature review. Grant-writing. Research design and proposal. Data collection. Data analysis and interpretation. Manuscript completion and submission. Manuscript acceptance. Manuscript Revision. Manuscript publication. Potential for wider application. Presentation of work at academic conferences or

seminars/symposia (and preparation of research design and data, etc. for same).

LOGOClear Goals

Problem-Focused Research Has Clear Goals

In Contrast Curiosity Based Research Usually Has Not Any Clear Goal

Random-Pace Discovery and Invention Is Not Considered as Scholarship of Discovery

LOGOAdequate Preparation

Constructivist Tradition of Scientific Development

Review of Relevant Literature Included At The Beginning of The Article

LOGOAppropriate Method

Research and evaluation that is based on the standards of qualitative and quantitative traditions of the discipline. Conclusion Validity (Statistical Method) Internal Validity (Research Method) Construct Validity (Measurement Method) External Validity (Sampling Method)

LOGOSignificant Results

Substantive implications/outcomes (any or all of the following criteria) Contributes to knowledge base within the field. Provides new insights, paradigms, and

directions for research. Illustrates how traditional problems can be

addressed in new ways. Provides faith-based insights to the problem

under investigation

LOGOEffective Presentation

Publications Peer reviewed journals Disciplinary publications. Web-based publications.

Presentations: International, national, provincial, regional, departmental level Professional meetings Symposia. Workshops.

Used by other professionals, agencies, and/or practice-oriented agencies: Article reprinted in readers. Years in print and Number of editions. Citations.

LOGOReflective Critique

Critical Review and Evaluation: Positive peer review by members of the

department, university, or outside professionals.

Progress since last review. Response to reviewers’ comments.

Reflective critique throughout the process: Important to consider the target population of

the work. How well is the work integrated with the original goals of research?

LOGODefining the scholarship of integration:

The scholarship of integration is to engage in synthesis, bringing knowledge from previous research, theories, etc. together and creating something new (e.g., paradigm, insights or directions for research, theory building, etc.).

LOGOExamples of Integrative Activities

TextbooksReview papersApplied work, including problem solving,

drawing on multiple models, perspectives, disciplines

Collections, interpretations, and disseminations of works of various scientists related in some way

Editions/revisions of texts that include significant revisions.

Web sites that integrate knowledge.

LOGOClear Goals

Mass of Fragmented, Heterogeneous Evidence (Systematic Review, Meta-Analysis, Evidence-Based Textbooks)

Lack of Customized Evidence (Clinical Practice Guidelines)

Combining Evidence About Different Aspects (Clinical, Social, Economic) of a Technology (Health Technology Assessment Report)


Pre-planned Search StrategyDocumentation of Search StrategyUsing Broadest Possible Search Strategy

LOGOAppropriate Methods

Exhibits disciplinary rigor: Appropriate Inclusion and Exclusion Criteria Evaluation and Appraisal is based on the

standards of qualitative and/or quantitative traditions.

Qualitative and quantitative methods of Synthesis are appropriate (Systematic Review).


Has substantive implications /outcomes (any or all of the following criteria): Provides new insights, paradigms, directions

for research (clear statement needed). Identifies gaps in field. Is utilized in new ways (as demonstrated by

the researcher). Illustrates how traditional problems can be

addressed in new ways.


Publications• Professional Journals.• Disciplinary publications.• Executive summaries.• Web-based publications.

Presentations• At the international, national, provincial, regional,

departmental, level(s).• Professional meetings (including organized sessions).• Symposia.• Workshops.

Used by other professionals and/or agencies Peer reviewed by members of the department,

university, or outside professionals.


Reflective critique throughout the process: Evidence of evaluation of project to improve

the project. Statement of reflection on project and process

and how it evolved through the process of research.

LOGODefining the scholarship of application:

The scholarship of application is focused on the application of existing knowledge to solve problems.

It is intended to benefit parties other than only the researcher and the discipline, helping these other parties meet their goals.

LOGOExamples of the scholarship of applicationPublished Results of Evidence Based

Clinical PracticePublished Results of Evidence Based Public

HealthPublished Results of Evidence Based

AdministrationPublished Results of Evidence Based Policy

Making

LOGOClear Goals

The Activity Should Be Targeted Toward a Predetermined Problem (Problem Definition and Conceptualization) Clinical Problems Public Health Problems Managerial Problem Policy Problems


(Semi-)systematic Review of LiteratureComparative Study of Experiences


PoliticalAnalysis

of Solutions

CostEstimation

of Solutions

FeasibilityStudy

of Solutions

Analysis ofPrevious

Experiences

Definition& Conceptualization

SystematicReview ofLiterature

ComparativeStudy of

Experiences

Option AppraisalProblemAnalysis

Piloting The Solution

Scaling-up theSolution


Effectively addresses the problems of the parties that the work is intended to benefit: Documented client satisfaction. Documented benefit to intended clients of project. Documentation of community awareness of

issues as a result of the work. Referral for work on new projects as a result of

previous projects.Used by the parties that the work is intended

to benefit: Use of work by client groups. Implementation of suggestions by client groups.


Case Report, Case Series, and Experience Reports as Publications, or Presentations


Critical Review and Evaluation: Evaluators of applied scholarship should have

appropriate background. Peer review of portfolio or profile.

Reflective critique throughout the process: Portfolio or profile. Other reflective critiques. Critical conversations with others doing

similar work.

LOGOScholarship of Teaching

Ernest Boyer (1990) introduced the phrase “scholarship of teaching” into the vocabulary of higher education in his book, Scholarship Reconsidered.

LOGOClear Goals

To what extent does the individual articulate and appropriately sequence clear, realistic, achievable goals and objectives that relate to the course, Program or Institution’s expectations?


To what extent does the individual use accurate, current resources to develop

the content of lectures? select, synthesize, and interpret material

matched to the level of the learners? demonstrate command of basic concepts and

current thinking?


To what extent does the individual skillfully apply teaching, curriculum development and assessment methods to the situation? 7 jump Maastricht model for PBL Kern’s 6 step curriculum development


To what extent do learners’ cognitive, attitudinal and procedural, skills become more focused and improved over time?

Are educational outcomes achievedWere the desired changes and results

achieved?


To what extent does the individual provide evidence of valuing teaching by sharing methods and experiences with colleagues?

Have his or her peers recognize and adopt/adapt the clinician’s teaching methods?


To what extent does the individual seek and respond to feedback regarding his or her teaching?

LOGOScholarship of teaching and learning

Scholarship of teaching and learning contribute to the knowledge base by carrying out research on teaching and learning. This research can involve aspects of discovery, application and integration and is intended to improve practice within and beyond the investigators’ own classrooms.

LOGOScholarship of Teaching

Scholarship of teaching requires a “product” that is presented on a platform that can be peer reviewed for quality and publicly disseminated for others to learn from or build upon, i.e., move the field of education forward.

The “products” of the scholarship of teaching may be different from the “products” of the scholarship of research. However, the processes for peer review and dissemination are parallel.

i.e., Goal of “Engagement” = to build shared platformi.e., Goal of “Engagement” = to build shared platform

LOGOGlassick Criteria: Research vs Teaching

LOGO

Scholarship of EducationCurriculum development

Teaching

Assessment of Learner Performance

Advising/mentoring

Ed. leadership/administration

Categories of Scholarship in Medical Education

LOGOTeaching

Teaching is any activity that fosters learning, including direct teaching and creation of associated instructional materials.

Examples of direct teaching include lectures, workshops, small-group facilitation, role modeling, precepting, demonstration of procedural skills, facilitation of online courses, and formative feedback.

Instructional materials such as media, handouts, or interactive materials are included in the teaching category

LOGOCurriculum

Curriculum is defined as a longitudinal set—that is, more than one teaching session or presentation—of designed educational activities that includes evaluation.

Curricular contributions may occur at any training level—medical student, resident, or graduate student, or continuing medical education; in various educational venues—course, clerkship, rotation, theme-threaded cross years, faculty development, or community program; and may be delivered face-to-face or electronically.

LOGOCurriculumTo include an activity in the curriculum

category, educators must answer four questions: 1. What is the educational purpose (i.e., goals,

objectives) of the activity? 2. Which learning experiences are most useful in

achieving those purposes? 3. How are those learning experiences organized

and longitudinally sequenced for effective instruction?

4. How is the curriculum’s effectiveness evaluated?

LOGOAdvising and Mentoring Educators frequently serve as advisors and

mentors in the professional development of learners and colleagues. These activities can have a profound impact on advisees’ careers and, in turn, on the profession.

Advising and mentoring are developmental relationships encompassing a spectrum of activities, in which educators help learners or colleagues accomplish their goals.

More specifically, mentoring implies a sustained, committed relationship from which both parties obtain reciprocal benefits.

Advising is a more limited relationship that usually occurs over a limited period, with the advisor serving as a guide.

LOGOEducational Leadership and AdministrationExceptional educational administrators and

leaders achieve results through others, transforming organizations through their vigorous pursuit of excellence.

Key features that educational administrators or leaders should document to demonstrate their work’s value for promotion consideration include

1.Active and continuous pursuit of excellence; 2.Ongoing evaluation; 3.Dissemination of results;4.Maximization of resources.

LOGOLearner Assessment

Learner assessment is defined as all activities associated with measuring learners’ knowledge, skills, and attitudes, and must include at least one of four assessment activities:

1.Development: Identifying and creating assessment processes and tools

2.Implementation: Collecting data using processes and tools

3.Analysis: Comparing data with correct answer key or performance standards

4.Synthesis and presentation: Interpreting and reporting data to learners, faculty, and curriculum leaders.

LOGOErnest Boyer’s Definition:

The scholarship of community engagement means connecting the rich resources of the university to our most pressing social, civic and ethical problems, to our children, to our schools, to our teachers and to our cities. . . . I have this growing conviction that what’s also needed is not just more programs, but a larger purpose, a sense of mission, a larger clarity of direction in the nation’s life as we move toward century twenty-one.

LOGOWho Will Keep the Public Healthy? IOM 2002

There is a need to shift faculty roles and rewards to support faculty commitment to communities.

Academic institutions should develop criteria for recognizing and rewarding faculty scholarship related to service activities that strengthen public health practice

National Institutes of Health should increase the proportion of its budget allocated to population- and community-based prevention research.

LOGOThe Aim - Reward Mismatch

If we want faculty to be involved in communities but reward them for other activities, we are our own worst enemies.

– Associate vice provost, public academic health center

LOGOClear Goals

Clearly stating the basic purpose of the work and its value for the public good

Identifying intellectual and significant questions in the discipline and in the community


Investing time and effort in developing community partnerships

Participating in training and professional development that builds skills and competencies in CES

LOGOAppropriate Methods:

Refining a research question, or confirming its validity, through co-generation with community partner


The community contributing to as well as benefiting from the research

Disseminating geographically limited work with clear discussion of issues concerning generalizability and the project’s potential role as a model that can be further investigated in other settings.


Publishing research results in peer-reviewed journals, practitioner journals and professional journals, with community partner co-authors

Disseminating information through media that reaches community members, practitioners or policy makers (e.g., radio, newsletters, podcasts)

LOGOReflective Critique:

Changing project based on stakeholder feedback and lessons learned

Engaging in personal reflection concerning, for example, issues of privilege or racism

Any Question ?Any Question ?