Browsing by Subject "Scholarship of Teaching and Learning"

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    Impact of SoTL on Online and Face-to-Face Courses
    (2016-04-01) Hook, Sara Anne; Zhu, Liugen
    Drawn from the literature and the experiences of two faculty members, this presentation will highlight the many opportunities to engage in SoTL and demonstrate the impact that SoTL activities have had on the teaching approaches and student learning outcomes that the presenters have seen in the diverse array of face-to-face and online courses that they teach.
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    Implementation of Faculty Learning Communities to Support Medical Education Scholarship in a Regional Campus System
    (Minnesota Libraries Publishing, 2023) Kochhar, Komal; Longtin, Krista; Wilson, Shawn; Ho, Monling; Brokaw, James; Wallach, Paul
    Introduction: Medical educators need targeted faculty development programs to give them the skills necessary to produce educational scholarship for promotion and tenure. At the Indiana University School of Medicine, which encompasses a large regional campus system, we implemented Faculty Learning Communities (FLCs) to provide a platform for medical educators to engage in a collaborative, year-long educational research project facilitated by a faculty member well-versed in educational research. Methods: 18 faculty participants were assigned to one of 4 FLC groups, which met monthly from 2019 to 2020. The participants also attended a series of one-hour monthly educational seminars designed to build foundational skills in educational research. To assess program effectiveness, participants were surveyed at 6 months and 18 months after the start of the program. Results: 94% of participants completed the 6-month survey and 56% completed the 18-month survey. A majority of respondents at both time-points (88% and 60%, respectively) agreed or strongly agreed that the FLC process met their professional development needs to help move their educational scholarship forward. At the time of the 18-month survey, 50% of respondents had submitted their work for presentation at a regional or national conference or for publication in a peer-reviewed journal, with the remainder intending to do so. Discussion: The inaugural offering of this FLC program has established a successful and sustainable model for developing medical educators. By employing the Plan-Do-Study-Act cycle for process improvement, several changes to the program have already been instituted that should further bolster the scholarly productivity of our medical educators.