1. Different Areas of Scholarship

2. LOGO Scholarship 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.

3. LOGO Scholarship 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.

4. LOGO Boyer’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

5. Scholarship of Discovery

6. LOGO Defining 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.

7. LOGO Elements 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).

8. LOGO Clear 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

9. LOGO Adequate Preparation  Constructivist Tradition of Scientific Development  Review of Relevant Literature Included At The Beginning of The Article

10. LOGO Appropriate 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)

11. LOGO Significant 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

12. LOGO Effective 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.

13. LOGO Reflective 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?

14. Scholarship of Integration

15. LOGO Defining 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.).

16. LOGO Examples of Integrative Activities  Textbooks  Review papers  Applied 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.

17. LOGO Clear 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)

18. LOGO Adequate Preparation  Pre-planned Search Strategy  Documentation of Search Strategy  Using Broadest Possible Search Strategy

19. LOGO Appropriate 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).

20. LOGO Significant Results  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.

21. LOGO Effective Presentation  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.

22. LOGO Reflective Critique  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.

23. Scholarship of Application

24. LOGO Defining 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.

25. LOGO Examples of the scholarship of application  Published Results of Evidence Based Clinical Practice  Published Results of Evidence Based Public Health  Published Results of Evidence Based Administration  Published Results of Evidence Based Policy Making

26. LOGO Clear Goals  The Activity Should Be Targeted Toward a Predetermined Problem (Problem Definition and Conceptualization)  Clinical Problems  Public Health Problems  Managerial Problem  Policy Problems

27. LOGO Adequate Preparation  (Semi-)systematic Review of Literature  Comparative Study of Experiences

28. LOGO Appropriate Methods Political Analysis of Solutions Cost Estimation of Solutions Feasibility Study of Solutions Analysis of Previous Experiences Definition & Conceptualization Systematic Review of Literature Comparative Study of Experiences Option Appraisal Problem Analysis Piloting The Solution Scaling-up the Solution

29. LOGO Significant Results  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.

30. LOGO Effective Presentation  Case Report, Case Series, and Experience Reports as Publications, or Presentations

31. LOGO Reflective Critique  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.

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

34. LOGO Clear 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?

35. LOGO Adequate Preparation  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?

36. LOGO Appropriate Methods  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

37. LOGO Significant Results  To what extent do learners’ cognitive, attitudinal and procedural, skills become more focused and improved over time?  Are educational outcomes achieved  Were the desired changes and results achieved?

38. LOGO Effective Presentation  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?

39. LOGO Reflective Critique  To what extent does the individual seek and respond to feedback regarding his or her teaching?

40. LOGO Scholarship 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.

41. LOGO Scholarship 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 platform

42. LOGO

43. Glassick Criteria: Research vs Teaching

44. LOGO  Scholarship of Education  Curriculum development  Teaching  Assessment of Learner Performance  Advising/mentoring  Ed. leadership/administration Categories of Scholarship in Medical Education

45. LOGO Teaching  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

46. LOGO Curriculum  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.

47. LOGO Curriculum  To 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?

48. LOGO Advising 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.

49. LOGO Educational Leadership and Administration  Exceptional 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.

50. LOGO Learner 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.

51. Scholarship of Community Engagement

52. LOGO Ernest 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.

53. LOGO Who 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.

54. LOGO The 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

55. LOGO Clear 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

56. LOGO Adequate Preparation  Investing time and effort in developing community partnerships  Participating in training and professional development that builds skills and competencies in CES

57. LOGO Appropriate Methods:  Refining a research question, or confirming its validity, through co- generation with community partner

58. LOGO Significant Results  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.

59. LOGO Effective Presentation  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)

60. LOGO Reflective Critique:  Changing project based on stakeholder feedback and lessons learned  Engaging in personal reflection concerning, for example, issues of privilege or racism

61. Any Question ?