Valuing Educational Scholarship: Getting it Wright

1. Valuing Educational Scholarship: Getting it Wright Optimizing Your Educational Activities through Educational Scholarship Boyd F. Richards Columbia University September 18, 2008

2. Carnegie Foundation/Boyer 1990 “We believe that it is time to move beyond the tired old ‘teaching versus research’ debate and give the familiar and honorable term ‘scholarship,’ a broader, more capacious meaning, one that brings legitimacy to the full scope of academic work.”

3. Carnegie Foundation/Boyer 1990 • “Surely Scholarship means engaging in original research [Discovery]. • But the work of the scholar also means • stepping back from one’s investigation, looking for connections [Integration], • building bridges between theory and practice, [Application] • and communicating one’s knowledge effectively to students [Teaching/Education]

4. Hegemony in Action • “Hegemonic assumptions are assumptions that we think are in our own best interests but that actually work against us in the long term.” • “Hegemony describes the process whereby ideas, structures and actions come to be seen by the majority as wholly natural, pre-ordained and working for their own good, when in fact they are constructed and transmitted by a powerful minority to protect the status quo…” - Steven Brookfield

5. Hegemony: Research > Teaching

6. Tipping Point • "the levels at which the momentum for change becomes unstoppable” • "the moment of critical mass, the threshold, the boiling point” - Malcom Galdwell AAMC/GEA Scholarship Project Academies Movement

7. GEA Scholarship Project Phases Phase 3 2005-2006 Phase 4 2007- ? Phase 1 1996-2000 Phase 2 2001-2004 • Defined educational scholarship • Provided examples of activities and evidence • Outlined infrastructure needed to support educational scholarship • – Fincher et al (2000)

8. GEA Scholarship Project Phases Phase 4 2007- ? Phase 3 2005-2006 Phase 1 1996-2000 Phase 2 2001-2004 • 2006 Consensus Conference • How to evaluate educational accomplishments for purposes of P & T? • Disseminate consensus via publication

9. Medical Education 2007:41(10):1002–1009

10. A. Scholarship of Education Curriculum development Teaching Assessment of Learner Performance Advising/mentoring Ed. leadership/administration B. Scholarship of Discovery (Ed Research) Outcome 1:Categories Confirmed

11. Outcome 2:Q2 + E Engagement in “Community” Quality ScholarshipofActivity Scholarly Approach to Activity Quantity of Education Activity

12. Clear goals Adequate Preparation Appropriate methods Significant results Effective presentation Reflective critique – Glassick (1996) Outcome 3:Criteria of Scholarship Endorsed • Public • Peer reviewed • Platform that others can build upon – Shulman & Hutchings (1999)

13. Should enable/enhance peer review vary by category differentiate between Q2+E be concise and clear be consistently organized Should conform to format established by institution Outcome 4:Selection and Presentation of Evidence

14. Outcome 4:Selection and Presentation of Evidence

15. Implementation of these standards should parallel the development of an infrastructure to support educators. Infrastructure elements include sustained faculty development programs [e.g., Academies] access to resources and journals in the field peer review mechanisms, consultation and support for curriculum development, evaluation and educational measurement. Outcome 5:Need for Infrastructure

16. 1 Five Categories of Ed Contributions 3 Glassick’s Criteria & 3Ps 2 Q2 + E Quantity/Quality + Engagement 5 Infrastructure Needed 4 Structured Presentation of Evidence

17. Outcomes Applied to Teaching… Teaching is the design and implementation of activities that foster learning and includes • direct teaching and • the development and use of supportive instructional materials.

18. Outcomes Applied to Teaching… • There are important distinctions between • teaching, • scholarly teaching, and • the scholarship of teaching. • We can conceptualize these three activities along a continuum. • This means that the act of teaching itself is not scholarship. Teaching>Scholarly Teaching>Scholarship of Teaching

19. Outcomes Applied to Teaching… • Teaching and Scholarly Teaching directly affects student learning. • In contrast, the Scholarship of Teaching goes beyond impacting the learner and has the potential to impact the field.

20. Outcomes Applied to Teaching… • Quantity of teaching should be documented in terms of contact hours, number of learners, number of venues, etc. • Quality of teaching should be documented with learner evaluations, peer review, outcomes data, subsequent performance of learners, etc.

21. Outcomes Applied to Teaching… • Scholarly teaching involves an understanding of current principles of teaching and learning and the application of these principles to one’s practice i.e., Goal of “Engagement” = to understand ‘best practices’

22. Outcomes Applied to Teaching… • Scholarship of teachingrequires 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

23. Outcomes Applied to Teaching… Institutions need infrastructures to help faculty achieve and be recognized for quantity, quality and engagement of teaching. (e.g., educator development programs, systems of learner and peer assessment of teaching; “a teaching commons”/Academy, etc.)

24. Outcomes Applied to Teaching…

25. Professional Making it Happen Personal Institutional

26. Making it Happen: Personal • Consider two hypothetical members • Decide which one is best example of Q2+E

28. The Academy Movement

29. “Recognition of the importance of teaching and the educational mission and existence of truly outstanding teachers is largely symbolic but the symbolism is powerful. The department chairs all know who their Academy members are and are very proud of them.     Having a rigorous selection process that people have confidence in is an important element.    We have developed an elaborate process for dealing with the people we turn down so now, by and large, even the disappointed applicants feel okay about it (most people reapply in one to three years – reapplications are largely successful).   Department chairs used to harangue me about why we hadn’t taken their favorite sons; now they ask me how they can help a reapplication be more successful.” UCSF Academy

30. UTMB Academy • “I believe that in the long run, the development of our education portfolio is probably the most important thing that we have done. • Currently it is being adopted for use by ALL faculty who want to document their educational accomplishment for the purpose of promotion and tenure, not just for those faculty who are interested in applying for the Academy. • The Academy members have volunteered to take charge of orienting new faculty and teaching them how to use the portfolio template--and our portfolio workshops are being offered to faculty across campus.”

32. 2007 BCM Promotions Guidelines “Contributions to education, of whatever type, are extremely important at BCM. They will be given due consideration in promotions decisions, based on the nature of the contribution itself and the degree of quantity, quality, and scholarship [Q2+E] manifest through evidence presented.”

33. 2007 BCM Promotions Guidelines • Recommendations for promotion based on educational excellence should be based on criteria similar to those used by the Educator Recognition Awards. • Nominators of candidates without one of these awards must provide to the FAP Committee similar types of multiple, corroborating sources of documentation as would have been included in a Fulbright & Jaworski mini-portfolio…”

37. Questions?