education portfolio

Education PortfolioEducation Portfolio

Sean ElliottSean ElliottChairman, AMESChairman, AMES

The 3- (or 4-) legged stoolThe 3- (or 4-) legged stool RESEARCHRESEARCH Clinical careClinical care Service Service TeachingTeaching

Promotion ± TenurePromotion ± Tenure

Scholarship Reconsidered (Boyer, 1990)Scholarship Reconsidered (Boyer, 1990) ““Teaching versus research” modelTeaching versus research” model Scholarship model:Scholarship model:

• Scholarship of discoveryScholarship of discovery• Scholarship of integrationScholarship of integration• Scholarship of applicationScholarship of application• Scholarship of teachingScholarship of teaching

National ChangesNational Changes

Scholarship Reconsidered (Boyer, 1990)Scholarship Reconsidered (Boyer, 1990) Survey Survey (Carnegie Foundation for the Advancement of Teaching)(Carnegie Foundation for the Advancement of Teaching)

Questions (25 years):Questions (25 years):• Teaching and researchTeaching and research• Tenure and its criteriaTenure and its criteria• Status of the professionStatus of the profession• Faculty satisfactionFaculty satisfaction


Scholarship Reconsidered (Boyer, 1990)Scholarship Reconsidered (Boyer, 1990)““What we need, then, in higher education is a reward What we need, then, in higher education is a reward system that reflects the diversity of our institutions and the system that reflects the diversity of our institutions and the breadth of scholarship, as well. The challenge is to strike a breadth of scholarship, as well. The challenge is to strike a balance among teaching, research, and service, a position balance among teaching, research, and service, a position supported by two-thirds of today’s faculty who conclude that, supported by two-thirds of today’s faculty who conclude that, ‘‘at my institution, we need better ways, besides publication, ‘‘at my institution, we need better ways, besides publication, to evaluate scholarly performance of faculty.’’to evaluate scholarly performance of faculty.’’


Scholarship Reconsidered (Boyer, 1990)Scholarship Reconsidered (Boyer, 1990) Two biggest challenges:Two biggest challenges:

Meaning of “scholarship of teaching”Meaning of “scholarship of teaching” Measuring the quality of teaching scholarshipMeasuring the quality of teaching scholarship


Scholarship of teaching criteriaScholarship of teaching criteria (Shulman) (Shulman):: Work must be made publicWork must be made public Work must be available for peer review and Work must be available for peer review and

critique according to accepted standardscritique according to accepted standards Work must be able to be reproduced and built Work must be able to be reproduced and built

on by other scholarson by other scholars


Shulman, L. The Scholarship of Teaching. Change, 1999;31(5):11.

Measuring/Standards:Measuring/Standards: Clear Goals:Clear Goals:

• Does the scholar state the basic purpose of his or Does the scholar state the basic purpose of his or her work clearly?her work clearly?

• Does the scholar define objectives that are realistic Does the scholar define objectives that are realistic and achievable?and achievable?

• Does the scholar identify important questions in Does the scholar identify important questions in the field?the field?


Measuring/Standards:Measuring/Standards: Adequate Preparation:Adequate Preparation:

• Does the scholar show an understanding of Does the scholar show an understanding of existing scholarship in the field?existing scholarship in the field?

• Does the scholar bring the necessary skills to his Does the scholar bring the necessary skills to his or her work?or her work?

• Does the scholar bring together the resources Does the scholar bring together the resources necessary to move the project forward?necessary to move the project forward?


Measuring/Standards:Measuring/Standards: Appropriate Methods:Appropriate Methods:

• Does the scholar use methods appropriate to the Does the scholar use methods appropriate to the goals?goals?

• Does the scholar apply effectively the methods Does the scholar apply effectively the methods selected?selected?

• Does the scholar modify procedures in response to Does the scholar modify procedures in response to changing circumstances?changing circumstances?


Measuring/Standards:Measuring/Standards: Significant Results:Significant Results:

• Does the scholar achieve the goals?Does the scholar achieve the goals?• Does the scholar’s work add consequentially to the Does the scholar’s work add consequentially to the

field?field?• Does the scholar’s work open additional areas for Does the scholar’s work open additional areas for

further exploration?further exploration?


Measuring/Standards:Measuring/Standards: Effective Presentation:Effective Presentation:

• Does the scholar use a suitable style and effective Does the scholar use a suitable style and effective organization to present his or her work?organization to present his or her work?

• Does the scholar use appropriate forums for Does the scholar use appropriate forums for communicating the work to its intended communicating the work to its intended audiences?audiences?

• Does the scholar present his or her message with Does the scholar present his or her message with clarity and integrity?clarity and integrity?


Measuring/Standards:Measuring/Standards: Reflective Critique:Reflective Critique:

• Does the scholar evaluate his or her own work?Does the scholar evaluate his or her own work?• Does the scholar bring an appropriate breadth of Does the scholar bring an appropriate breadth of

evidence to his or her critique?evidence to his or her critique?• Does the scholar use evaluation to improve the Does the scholar use evaluation to improve the

quality of future work?quality of future work?


Clear GoalsClear Goals Adequate PreparationAdequate Preparation Appropriate MethodsAppropriate Methods Significant ResultsSignificant Results Effective PresentationEffective Presentation Reflective CritiqueReflective Critique Just for scholarship of education?Just for scholarship of education?


UACoM ChangesUACoM Changes UACOM experience:UACOM experience:

P&T Guidelines Design CommitteeP&T Guidelines Design Committee Broadened definition of scholarshipBroadened definition of scholarship Create new tracksCreate new tracks Demonstrate:Demonstrate:

• Scholarship of DiscoveryScholarship of Discovery• Clinical ScholarshipClinical Scholarship• Educational ScholarshipEducational Scholarship

UACoM ChangesUACoM Changes Scholarship of DiscoveryScholarship of Discovery Clinical ScholarshipClinical Scholarship

the creative use of existing facts and theories the creative use of existing facts and theories in the development of new clinical in the development of new clinical applications (e.g., treatment modalities, applications (e.g., treatment modalities, shaping public policy, and healthcare shaping public policy, and healthcare delivery)delivery)

UACoM ChangesUACoM Changes Educational ScholarshipEducational Scholarship

the synthesis of facts and theories in creative the synthesis of facts and theories in creative formats that facilitate their understanding and formats that facilitate their understanding and use by others, and the development of use by others, and the development of creative methodologies that foster such creative methodologies that foster such understandingunderstanding

What is it?What is it? clear goalsclear goals ““best practicesbest practices”” disseminated, accepteddisseminated, accepted assessedassessed

Scholarship in EducationScholarship in Education

ExamplesExamples


teaching awards from college peers national teaching awards

publication of teaching materials in peer-reviewed repositories or journals

international use of teaching materials

external funding of researchprogram on education and learning assessment

research publication/presentation

organize regional teaching conferences

leadership role in health sciences education and professional societies

Promotion packet:Promotion packet:• C.V.C.V.• Personal StatementPersonal Statement• Evaluation of Teaching and Advising:Evaluation of Teaching and Advising:

Extent of TeachingExtent of Teaching Teaching Awards and GrantsTeaching Awards and Grants Individual Student Contact (Advising, Office Hours, Mentoring, Individual Student Contact (Advising, Office Hours, Mentoring,

Career Counseling, Faculty Advisor of Clubs, Clinical Career Counseling, Faculty Advisor of Clubs, Clinical Instruction, Independent Studies)Instruction, Independent Studies)

Development and Scholarly ActivityDevelopment and Scholarly Activity

• Workload AssignmentWorkload Assignment• External ReviewersExternal Reviewers


Education Portfolio:Education Portfolio: Evidence of TeachingEvidence of Teaching Reflections on that evidence:Reflections on that evidence:

• Personal teaching stylePersonal teaching style• PhilosophyPhilosophy• Efforts at self-improvement Efforts at self-improvement • ““Enable you to think critically about your teaching”Enable you to think critically about your teaching”

Electronic manila envelopeElectronic manila envelope


Steps:Steps: Create Statement – Personal PhilosophyCreate Statement – Personal Philosophy Gather Your EvidenceGather Your Evidence Organize your EvidenceOrganize your Evidence Write Reflective Summary statementsWrite Reflective Summary statements

Refer to appendices, attachmentsRefer to appendices, attachments Use excerptsUse excerpts Constant updatingConstant updating


Portfolio should reflect:Portfolio should reflect: Quantity of effortQuantity of effort Impact and Quality of effortImpact and Quality of effort Evidence of scholarly approachEvidence of scholarly approach

• Self-improvementSelf-improvement• Use of Best PracticesUse of Best Practices

Evidence of educational scholarshipEvidence of educational scholarship• Boyer’s Standards Boyer’s Standards


Clear GoalsClear Goals Adequate PreparationAdequate Preparation Appropriate MethodsAppropriate Methods Significant ResultsSignificant Results Effective PresentationEffective Presentation Reflective CritiqueReflective Critique

StandardsStandards

ResourcesResources Academy of Medical Education ScholarsAcademy of Medical Education Scholars Office of Medical Student EducationOffice of Medical Student Education journalsjournals

• Academic MedicineAcademic Medicine• Medical EducationMedical Education

organizationsorganizations• AAMC (AAMC (www.aamc.org))• professional societiesprofessional societies


http://www.aamc.org/

education portfolio

Documents