documenting scholarship in clinical teaching eileen herteis programme director gwenna moss teaching...
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Documenting Documenting Scholarship in Scholarship in
Clinical TeachingClinical Teaching
Documenting Documenting Scholarship in Scholarship in
Clinical TeachingClinical Teaching
Eileen HerteisEileen Herteis
Programme DirectorProgramme Director
Gwenna Moss Teaching & Gwenna Moss Teaching & Learning CentreLearning Centre
Eileen HerteisEileen Herteis
Programme DirectorProgramme Director
Gwenna Moss Teaching & Gwenna Moss Teaching & Learning CentreLearning Centre
University of University of SaskatchewanSaskatchewan ObjectivesObjectives
The University's mission of excellence in four interdependent scholarly activities requires the academy to equitably evaluate the four scholarships. Given the central role of teaching in the University, and the interdependence of the scholarships, teaching excellence must be emphasized and rewarded throughout the academy.
Legacy of Ernest BoyerLegacy of Ernest Boyer
The Scholarship of Discovery or Inquiry
The Scholarship of Integration The Scholarship of Application
or Engagement The Scholarship of Teaching
Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton University Press.
The Scholarship of Discovery or Inquiry
The Scholarship of Integration The Scholarship of Application
or Engagement The Scholarship of Teaching
Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton University Press.
Teaching &Learning
Engagement
Discovery
Integration
Scholarship
It takes a supportive It takes a supportive climate for any garden climate for any garden to grow:to grow:
“Administration’s role in fostering a culture of scholarship around teaching and learning doesn’t involve taking on the gardening job directly—administration’s role is climate control.”
Samuel Thompson, NTLF, Vol. 10, No. 5
“Administration’s role in fostering a culture of scholarship around teaching and learning doesn’t involve taking on the gardening job directly—administration’s role is climate control.”
Samuel Thompson, NTLF, Vol. 10, No. 5
ProfessionalProfessionalPracticePractice
EngagementEngagement
DiscoveryDiscovery
IntegrationIntegration
Teaching Teaching & &
LearningLearning
ScholarshipScholarship
Definitions of Definitions of scholarshipscholarshipDefinitions of Definitions of scholarshipscholarship
Creative, intellectual work
Validated by peers Added to our
intellectual history Valued by those
for whom it was intended
University of Wisconsin
Creative, intellectual work
Validated by peers Added to our
intellectual history Valued by those
for whom it was intended
University of Wisconsin
Creative, intellectual work
Validated by peers
Communicated
Oregon State University
Creative, intellectual work
Validated by peers
Communicated
Oregon State University
Scholarship of TeachingScholarship of TeachingScholarship of TeachingScholarship of TeachingStandards for
Scholarly Work1. Clear goals2. Adequate
preparation3. Appropriate
methods4. Significant results5. Effective
presentation6. Reflective critique
Charles Glassick
Standards for Scholarly Work
1. Clear goals2. Adequate
preparation3. Appropriate
methods4. Significant results5. Effective
presentation6. Reflective critique
Charles Glassick
An intelligent actis Scholarly when1. It becomes public2. It is critically
reviewed and evaluated by one’s community
3. One’s community begins to use, build upon, and develop it
Lee Shulman
An intelligent actis Scholarly when1. It becomes public2. It is critically
reviewed and evaluated by one’s community
3. One’s community begins to use, build upon, and develop it
Lee Shulman
Scholarship in teaching Scholarship in teaching has five characteristics:has five characteristics:
Reflects the natures, values, fundamental concepts and modes of enquiry specific to the discipline.
Considers learning assessments and outcomes. Inquires into the effectiveness of aims and research into
teaching and learning. Responds to the need for continuous improvement
resulting from reflection and inquiry. Communicates new questions and knowledge about
teaching and learning. Trigwell et al.
(http://www.clt.uts.edu.au/Scholarship/What.is.Scholarly.Teaching.htm)
Characteristics of Characteristics of Excellent Clinical Excellent Clinical TeachersTeachers Clinical Competence Knowledge Enthusiasm / Stimulating Organization / Clarity Group Instructional Skills Clinical Supervision Role Model
Dr. Richard Tiberius, U of Toronto
Challenges and Advantages Challenges and Advantages of Clinical Teachingof Clinical Teaching
Challenges No formal teaching
training Learners of diverse
backgrounds and motivation
Stressful health care environment—every case is a teaching case
Juggling stresses of personal role
Challenges No formal teaching
training Learners of diverse
backgrounds and motivation
Stressful health care environment—every case is a teaching case
Juggling stresses of personal role
Advantages Case-based One-on-one:
preceptorship Experiential Meaningful Opportunities for
critique Shared focus between
teacher and student
Advantages Case-based One-on-one:
preceptorship Experiential Meaningful Opportunities for
critique Shared focus between
teacher and student
Who am I teaching Who am I teaching anyway?anyway?
Stud
ents
Patient (& Family or Caregivers)
Colleagues
Language of Language of oppression?oppression?
Teaching Teaching load Heavy course
load Release time Large class
Teaching Teaching load Heavy course
load Release time Large class
Research Research
opportunity Research grant Scholarly work Successful
article
Research Research
opportunity Research grant Scholarly work Successful
article
Adapted from Richlin, 2001
ScholarlyScholarly vs.vs. ScholarshipScholarship
Peer-reviewed publication
or presentation
Teaching problem or issue
Others’ solutions?
Select best method
Justify choice
Observe results
Record results
Formative critique or peer feedback Adjust if
necessary
More feedback
Method becomes part of repertoire
StartStart
ScholarlyScholarshipScholarship==
Fostering the Teacher-Fostering the Teacher-Scholar ModelScholar Model
Scholarship Scholarship involves the discovery of new knowledge, its integration and synthesis, and its application to new or persistent problems.
Teaching Teaching requires not just the effective communication of this knowledge, but the creation of a capacity for criticism and self-examination.
What is a Teacher-What is a Teacher-Scholar?Scholar?
“Boyer is aboutinclusiveness;
theTeacher-Scholarmodel is aboutbalance.”
Dr. Michael Atkinson
VP (Academic) & Provost
University of Saskatchewan
We need to define this We need to define this teacher-scholar model:teacher-scholar model:
What is it going to mean to us?
Will it protect the notion of teacher as valuable or teaching as a vocation?
Is the model only promoting scholarly research?
What is it going to mean to us?
Will it protect the notion of teacher as valuable or teaching as a vocation?
Is the model only promoting scholarly research?
We need toprotect theinterests ofstudents by assuring quality in teaching as aseparate entityfrom the role ofthe researcher.
We need toprotect theinterests ofstudents by assuring quality in teaching as aseparate entityfrom the role ofthe researcher.
If public universities If public universities are to prosper in the are to prosper in the future . . .future . . .
They must become great student universitiesas well as great centres of research, focusingon their most basic mission and the compactwhich it embodies between institutions on theone hand and taxpayers, parents, students,
and public officials on the other.
Kellogg Commission on the Future of State & Land-Grant Universities (1999)
http://www.nasulgc.org/kellogg/kellogg.htm
They must become great student universitiesas well as great centres of research, focusingon their most basic mission and the compactwhich it embodies between institutions on theone hand and taxpayers, parents, students,
and public officials on the other.
Kellogg Commission on the Future of State & Land-Grant Universities (1999)
http://www.nasulgc.org/kellogg/kellogg.htm
ResourcesResources Boyer, E. Scholarship Reconsidered: Priorities of the
Professoriate. Princeton University Press. 1990. The TLC’s Teaching Portfolio sitewww.usask.ca/tlc/teaching_portfolios/index.html Richlin, L. “Scholarly Teaching & The Scholarship of Teaching”
in Scholarship Revisited: Perspectives on the Scholarship of Teaching. San Francisco: Jossey Bass. 2001 pp.57-68.
Irby, D.”What Is Involved in Effective Teaching?”www.vpaa.uillinois.edu/tid/meetings/011599/gelula/slidepres/slidepres.PPT Glassick, C. et al. Scholarship Assessed:Evaluation of the
Professoriate. San Francisco: Jossey Bass. 1997.