1. Education Portfolio Sean Elliott Chairman, AMES

2.  The 3- (or 4-) legged stool RESEARCH RESEARCH Clinical care Clinical care Service Service Teaching Teaching Promotion ± Tenure

3.  Scholarship Reconsidered (Boyer, 1990) “Teaching versus research” model “Teaching 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 Changes

4.  Scholarship Reconsidered (Boyer, 1990) Survey (Carnegie Foundation for the Advancement of Teaching) Survey (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 National Changes

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

6.  Scholarship Reconsidered (Boyer, 1990)  Two biggest challenges: Meaning of “scholarship of teaching” Meaning of “scholarship of teaching” Measuring the quality of teaching scholarship Measuring the quality of teaching scholarship National Changes

7.  Scholarship of teaching criteria (Shulman) : Work must be made public Work must be made public Work must be available for peer review and critique according to accepted standards Work must be available for peer review and critique according to accepted standards Work must be able to be reproduced and built on by other scholars Work must be able to be reproduced and built on by other scholars National Changes Shulman, L. The Scholarship of Teaching. Change, 1999;31(5):11.

8.  Measuring/Standards: Clear Goals: Clear Goals: Does the scholar state the basic purpose of his or her work clearly?Does the scholar state the basic purpose of his or her work clearly? Does the scholar define objectives that are realistic and achievable?Does the scholar define objectives that are realistic and achievable? Does the scholar identify important questions in the field?Does the scholar identify important questions in the field? National Changes

9.  Measuring/Standards: Adequate Preparation: Adequate Preparation: Does the scholar show an understanding of existing scholarship in the field?Does the scholar show an understanding of existing scholarship in the field? Does the scholar bring the necessary skills to his or her work?Does the scholar bring the necessary skills to his or her work? Does the scholar bring together the resources necessary to move the project forward?Does the scholar bring together the resources necessary to move the project forward? National Changes

10.  Measuring/Standards: Appropriate Methods: Appropriate Methods: Does the scholar use methods appropriate to the goals?Does the scholar use methods appropriate to the goals? Does the scholar apply effectively the methods selected?Does the scholar apply effectively the methods selected? Does the scholar modify procedures in response to changing circumstances?Does the scholar modify procedures in response to changing circumstances? National Changes

11.  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 field?Does the scholar’s work add consequentially to the field? Does the scholar’s work open additional areas for further exploration?Does the scholar’s work open additional areas for further exploration? National Changes

12.  Measuring/Standards: Effective Presentation: Effective Presentation: Does the scholar use a suitable style and effective organization to present his or her work?Does the scholar use a suitable style and effective organization to present his or her work? Does the scholar use appropriate forums for communicating the work to its intended audiences?Does the scholar use appropriate forums for communicating the work to its intended audiences? Does the scholar present his or her message with clarity and integrity?Does the scholar present his or her message with clarity and integrity? National Changes

13.  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 evidence to his or her critique?Does the scholar bring an appropriate breadth of evidence to his or her critique? Does the scholar use evaluation to improve the quality of future work?Does the scholar use evaluation to improve the quality of future work? National Changes

14.  Clear Goals  Adequate Preparation  Appropriate Methods  Significant Results  Effective Presentation  Reflective Critique  Just for scholarship of education? National Changes

15. UACoM Changes  UACOM experience: P&T Guidelines Design Committee P&T Guidelines Design Committee Broadened definition of scholarship Broadened definition of scholarship Create new tracks Create new tracks Demonstrate: Demonstrate: Scholarship of DiscoveryScholarship of Discovery Clinical ScholarshipClinical Scholarship Educational ScholarshipEducational Scholarship

16. UACoM Changes  Scholarship of Discovery  Clinical Scholarship the creative use of existing facts and theories in the development of new clinical applications (e.g., treatment modalities, shaping public policy, and healthcare delivery) the creative use of existing facts and theories in the development of new clinical applications (e.g., treatment modalities, shaping public policy, and healthcare delivery)

17. UACoM Changes  Educational Scholarship the synthesis of facts and theories in creative formats that facilitate their understanding and use by others, and the development of creative methodologies that foster such understanding the synthesis of facts and theories in creative formats that facilitate their understanding and use by others, and the development of creative methodologies that foster such understanding

18.  What is it? clear goals clear goals “best practices” “best practices” disseminated, accepted disseminated, accepted assessed assessed Scholarship in Education

19.  Examples Scholarship in Education 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 research program on education and learning assessment external funding of research program on education and learning assessment research publication/presentation organize regional teaching conferences leadership role in health sciences education and professional societies

20.  Promotion packet: C.V.C.V. Personal StatementPersonal Statement Evaluation of Teaching and Advising:Evaluation of Teaching and Advising: Extent of Teaching Extent of Teaching Teaching Awards and Grants Teaching Awards and Grants Individual Student Contact (Advising, Office Hours, Mentoring, Career Counseling, Faculty Advisor of Clubs, Clinical Instruction, Independent Studies) Individual Student Contact (Advising, Office Hours, Mentoring, Career Counseling, Faculty Advisor of Clubs, Clinical Instruction, Independent Studies) Development and Scholarly Activity Development and Scholarly Activity Workload AssignmentWorkload Assignment External ReviewersExternal Reviewers Scholarship in Education

21.  Education Portfolio: Evidence of Teaching Evidence of Teaching Reflections on that evidence: Reflections on that evidence: Personal teaching stylePersonal teaching style PhilosophyPhilosophy Efforts at self-improvementEfforts at self-improvement “Enable you to think critically about your teaching”“Enable you to think critically about your teaching” Electronic manila envelope Electronic manila envelope Scholarship in Education

22.  Steps: Create Statement – Personal Philosophy Create Statement – Personal Philosophy Gather Your Evidence Gather Your Evidence Organize your Evidence Organize your Evidence Write Reflective Summary statements Write Reflective Summary statements  Refer to appendices, attachments  Use excerpts  Constant updating Education Portfolio

23.  Portfolio should reflect: Quantity of effort Quantity of effort Impact and Quality of effort Impact and Quality of effort Evidence of scholarly approach Evidence of scholarly approach Self-improvementSelf-improvement Use of Best PracticesUse of Best Practices Evidence of educational scholarship Evidence of educational scholarship Boyer’s StandardsBoyer’s Standards Education Portfolio

24.  Clear Goals  Adequate Preparation  Appropriate Methods  Significant Results  Effective Presentation  Reflective Critique Standards

25.  Resources Academy of Medical Education Scholars Academy of Medical Education Scholars Office of Medical Student Education Office of Medical Student Education journals journals Academic MedicineAcademic Medicine Medical EducationMedical Education organizations organizations AAMC (www.aamc.org)AAMC (www.aamc.org)www.aamc.org professional societiesprofessional societies Scholarship in Education