Methods of Rewarding Teaching N. Kevin Krane, M.D., F.A.C.P. Tulane University School of Medicine Vice Dean for Academic Affairs Floyd C. Knoop, Ph.D. Component I Director Creighton University School of Medicine

Session Format Contrasting approaches from two institutions: –Background Issues –Presentations: Rewarding teaching using Mission Based Management Rewarding teaching without Mission Based Management Open Discussion: Solutions?

Common Concerns More faculty time necessary for all the committees necessary to oversee educational activities More faculty time has been necessary to both initiate and maintain curriculum reform by course/clerkship leaders More faculty time has been required for small group teaching More interdisciplinary courses have been created requiring institutional support

Rewarding Teaching: Issues Stimulating curricular change and improvement Maintaining curricular change and improvement Academic advancement Institutional advancement Personal achievement

Methods of Reward Promotion Recognition –Personal –Institutional Financial Time for other activities

Local Solutions Promotion –Using educational effort as a “real” criteria –Include teaching as both necessary and important in tenure decisions

Stimulating and Maintaining Curricular Change Interest in being personally involved Personal recognition Altruism Value to one’s department “the Personal Mission”

Academic Advancement Promotion and ???? Tenure Using teaching portfolios Education as a scholarly activity –Presentations –Publications –Educational materials: syllabi, development of on-line materials

Recognition of Teaching Student Awards: At Tulane its “the Owl Club” Peer Awards –Recognition for Teaching Innovation (Virginia Furrow Award): small cash award –Recognition for Promising Basic Science Educators (Auxiliary Award for Teaching): provides funding to attend teaching meeting –Recognition for Educational Scholarship (Tulane Teaching Scholar Award): permanent increase in base salary –Institutional Awards (Presidents Award, Recognition Certificates)

Financial Infrastructure Support –Send faculty to meetings –Provide educational hardware and software –Administrative support –Classrooms –Improved technology Direct payment –Creation and leadership of new institutional courses

What Does “Reward” Really Mean? What are the “obligations” of a faculty member in terms of educational effort? –Are there differences between departmental efforts and institutional efforts? –Are there differences between basic and clinical science faculty? –Are there differences across disciplines?

Mission Based Management: Implementation AAMC program on MBM: preserve viability of medical schools and protect academic mission Implementation is “school specific” Creighton, 1999 What is MBM? –New reporting system that tracks medical school revenues and expenses and measures faculty activities –Implementation of new management structures

Teams/Changes Education Design Team Clinical Design Team Research Design Team Administrative Design Team Finance Design Team New Leadership Model (added Executive Advisory Committee)

Mission Based Management Credit for Educational Activities Teaching Activity MBM Credit Formula (per hour of contact) Lecture7 (1 hour contact + 6 hours prep time) Repeated Lecture2 (1 hour contact + 1 hour prep time) Laboratory2 (1 hour contact + 1 hour prep time) Small Group Teaching2 (1 hour contact + 1 hour prep time) Conference2 (1 hour contact + 1 hour prep time) Outpatient Teaching20% of patient care time in presence of students Inpatient Teaching30% of patient care time in presence of students

http//:mbm.citizen.creighton.edu

Why do we need all these data? Assume “search and destroy” mission Align the effort distribution for hard working faculty members To reallocate teaching, patient care, administrative and service contributions To manage workloads in an efficient and equitable manner

Questions and Comments: How precise does the data need to be? Enough to assess the contribution Do we really need point/bean counters? Simply a management aid/A tool to inform management judgment MBM provides a framework Faculty provide the color and substance

Rewards Promotion –Areas to be Evaluated: Teaching Achievement –Demonstration on basis of evidence from supervisors, peers and students –Demonstration of a range of courses taught, course development, instructional innovation, textbook publication, curriculum design, teaching awards and student success after graduation

Rewards Recognition –Student Awards: “Golden Apple” –Peer Awards: Recognition for dedication (Dedicated Teacher Award): plaque & gift Recognition for service and education (Distinguished Service Award): plaque & gift Recognition for teaching, scholarship & service (Distinguished Professor Award): plaque & gift Institutional Awards (Presidents Teaching Scholar Award, Distinguished Faculty Award)

Rewards Financial –Infrastructure Support Faculty to meetings Technology support Educational software, textbooks Administrative support –Direct payment Key education faculty $$$ Department education $$$

Creighton University 1928

Open Discussion Solutions?

Open Discussion Is There a Difference? “Obligations” of faculty for educational effort Basic vs. clinical science faculty More time for small group teaching = better satisfaction? More time for committees – better structure? Teaching important for tenure?

Question? Whether the scholarship of teaching should become an alternative to the scholarship of discovery (research) in faculty promotion and tenure decisions in higher education?

Question? We may have difficulty evaluating the act of teaching, just as we have difficulty evaluating the act of research. For research, we have accepted the peer evaluation of papers describing the research as a reasonable proxy for evaluating the research itself. What should be accepted for teaching?

A Few Thoughts For teaching, several proxies have been proposed or used –student comments on teaching –student outcomes (in standardized exams or subsequent classes) –classroom visitation by peers –classroom visitation by "trained observers" –course portfolios –reflective essays by the teachers –faculty "observers" who don't just visit once, but take a full course –published papers about teaching –published textbooks –artifacts of teaching: lab manuals, workbooks, software –published research into teaching methods