leonie gordon and paul mcdermott faculty affairs roundtable enhancing your teaching april 23 2015

Leonie Gordon

and Paul

McDermott

FACULTY AFFAIRS ROUNDTABLE

ENHANCING YOUR TEACHING

APRIL 23 2015

• Teaching is a vital contribution for each regular faculty member, regardless of their track designation.

• Commitments of faculty members to teaching vary

considerably and depend on interests and skills of faculty .

COM - College of Medicine

Faculty Intramural Teaching Eff ort Report – 15 questions

Relative importance of specifi c elements detailed in a rank

and track specifi c matrix

MUSCAPPOINTMENT, PROMOTION AND TENURE

GUIDELINES

Guidelines are available on line If specific requirements for track or rank are detailed,

the reviewers will look for evidence that the requirements are met for promotion.

Application packets that clearly detail the required elements and are prepared in the format suggested are easiest to review.

• The most important role of the teacher is to motivate and inspire learners. Consider following questions-What do I teach?Why do I teach?How do I teach ?How do I measure my eff ectiveness as a teacher ?

APPLICATION

1. Involvement in formal medical school courses during the past 3-5 year:

Name of course (repeat for each course taught)Frequency of courseNumber of student contact hoursNumber of studentsTypes of students

2. Involvement in formal medical school courses during the past 3-5 year:

Ethics -small groups for medical studentsNeuroscience for fi rst year medical students

TEACHING ACTIVITIES FOR MUSC PROMOTION

Do not use the template providedWithout course numbers or dates to understand if the

reported activities are in the time range requestedNothing to detail the extent of involvement

CONCERNS OF P/T COMMITTEE

5. Course materials (syllabi, readings, handouts, examinations) developed by the candidate. Indicate how these materials were used in the course. Please l imit material submitted to a maximum of 20 pages.

Applicant response - NA (not applicable)

Reviewer response – NA (not appropriate)

This is the educators opportunity to showcase his/her best educational products. Advice

Adhere to page l imit Choose several high quality and innovative products Provide information about how and why product was developed Comment on education objectives and outcomes DON’T JUST COPY POWERPOINT HANDOUTS

EDUCATIONAL PRODUCTS

Service as an advisor for students, residents or fellows. Provide names of advisees over past 3 years.

Joe BrownAnn WhiteRachel Smith

Just providing names does not show how much time or eff ort you have spent.

Provide outcomes of your students is helpful- published manuscripts ,completed the course and is now a faculty member

ADVISING/MENTORING

Attach teaching evaluations from medical students, residents, fellows, postdocs, graduate students, etc. received during the last three years. Provide 1-2 evaluations per year. Limit to 20 pages.

Recommendations: Submit only the number requested from the time frame

indicated Provide a summary indicating which course evaluations

you have submitted and the duration of the course and number of students

For clerkships or electives off ered throughout the year contact the COM Offi ce of Assessment and Evaluation to receive cumulative evaluations.

Do not edit the comments pages!

TEACHING EVALUATIONS

A portfolio is a useful tool that can help you:

• develop, clarify, and refl ect on your teaching philosophy, methods and approaches – it is very helpful to create a teaching philosophy statement

• present teaching credentials for hiring and promotion in an academic position.

• document professional development in teaching.

• identify areas for improvement.

WHY CREATE AN EDUCATION PORTFOLIO?

Your portfolio:

• should be a well organized, polished and thorough accounting of

your educational activities and scholarship.

• should be maintained as a work in progress that is updated continuously throughout your academic career.

• include selective examples of teaching materials such as syllabi,

assignments and educational publications that best illustrate your

teaching approach, methods and accomplishments. It should NOT be a holding place for all of your teaching materials and evaluations.

• provide a summary of teaching evaluations, i.e., E*Values. The Offi ce of Assessment and Evaluation is developing a

summary of E*Values specifi cally for tenure and promotions.

DEVELOPING AN EDUCATION PORTFOLIO

Provide a clear, concise accounting of your teaching approach, methods, and expertise.

• Why do you teach?

• What do you teach?

• What is your approach to teaching?

• How do you assess and improve your teaching?

• Do you utilize innovative teaching methods and tools?


1. STATEMENT OF TEACHING PHILOSOPHY


2. TEACHING ACTIVITY

• Years and Titles of Teaching Activity

• Quantity (teaching hr per year)

• Topic(s) of Teaching Activity

• Types of Teaching (lecture or classoom setting, small groups,

clinic, simulation, bedside teaching, etc.)

• Levels of Outreach (institutional, state, regional, national and international)

• Types of Learners (students, residents, faculty)

• Number of Learners per activity


3. CURRICULUM/ASSESSMENT DEVELOPMENT

• Type of Curriculum or Assessment Tool

• Class/Group Size

• Types of Learners (students, residents, faculty)

• Date(s) and Site(s) of Implementation


•Your Specifi c Role in Development


4. ADVISING AND MENTORING

• Nature of Mentoring Activity/Advising Activity

• Types of Mentees (students, residents, fellows, faculty)

• Number of Mentees/year

• Selected Outcomes of Individuals Whom You Have Mentored or Advised


5. EDUCATIONAL LEADERSHIP &

ADMINISTRATION

• Types of Leadership or Administration (dean, departmental

leadership, course leadership, program leadership, educational

committee(s)

• Title(s) of Department, Course/Program or Educational Committee

• Specifi c Role



6. EDUCATIONAL RESEARCH AND SCHOLARSHIP

• Provide a complete list including peer-reviewed publications,

posters, abstracts, book chapters, presentations, etc., that pertain

to education.

• Make sure to include FULL references for all scholarship.

• Sample of Syllabus Materials• Courses Taught (note if TA or course instructor)• Courses Planned (tailor for specifi c applications)• Sample Assignments and Assessments• Evidence of Teaching Eff ectiveness• Student Evaluations• Evaluations by Faculty Member or Other Observer• Teaching Awards• Video of a Class• Evidence of Professional Development• Teaching Workshops, Seminars, Publications, etc.

EXAMPLES OF ITEMS TO INCLUDEIN YOUR PORTFOLIO

• Begin as early as possible.

• Even before you set foot in the classroom as a Teaching Assistant or

instructor, you should begin thinking about the ideas and objectives

that will guide you when you do so.

• Reading articles and attending workshops on teaching will help you

identify current issues and potential approaches.

• As you build your teaching experience, you should also be developing your portfolio, which you can then update,

refi ne, and improve when you are entering the academic job market.

• May be requested to provide “teaching materials” or “evidence of

teaching eff ectiveness” at some point in career.

WHEN SHOULD YOU BEGIN CREATING PORTFOLIO?

• Specifi c roles and accomplishments at MUSC: lecturer, student adviser, student or resident preceptor, clinical

attending, supervisor of fellows or junior faculty, developer of educational material.

• Recognition, demonstrated skills & talents, special accomplishments: teaching awards, author of educational materials, course director,

head of training programs, conference leader.

• Contributions and service to committees involved with education: committee member, committee chair, committee accomplishments.

• Record of accomplishments of students.

• Regional, national, international accomplishments: visiting professorships, editorial boards, invited lectures,

membership on certifi cation boards, participation in educational eff orts of professional societies.

EXAMPLES OF TEACHING ELEMENTSINCLUDED IN A PROMOTION LETTER

Investigate and understand the criteria for promotion in your track and next rank.

Treat criteria focused on teaching and educational scholarship as seriously as any other criteria.

Develop a system for accumulating and maintaining an ongoing personal database for educational activities.

Think about how you can transform activities into scholarly products.

Perform an annual “self assessment” on your progress and readiness for the next rank.

Seek peer review for your teaching, educational products, and application packet.

ADVICE AND PITFALLS

ACADEMY OF MEDICAL EDUCATORS

The Academy of Medical Educators (AME) was established by the College of Medicine in June 2012 to provide a forum for training and mentoring of teachers and for recognition of exemplary faculty.

MISSION OF AME

Our mission is to support and enhance education withinthe College of Medicine by promoting high quality,innovative teaching in the classroom and clinical settings,and encouraging innovation with alternative methodologies. In addition, the Academy trains, develops, and rewards teachers, facilitating scholarly activities in education.

PURPOSE OF AME

1. Promote excellence in faculty educators in both basic sciences and clinical sciences through scholarship, collegial evaluation and feedback, collaboration, and innovation. 2. Support development of faculty educators through training, mentoring and scholarship in teaching throughout their academic careers. 3. Establish proficiency in teaching and provide guidance to improve quality and

effectiveness. 4. Advance scholarly activity in education as a critical component of the educational

mission of the College of Medicine.

5. Sponsor activities that enhance medical education and faculty development,

i.e., workshops, symposia and educational grants.

BENEFITS OF AME MEMBERSHIP

• Teaching Portfolio: Develop and enhance teaching credentials for tenure and promotions, share areas of teaching/education interests and expertise, and

connect with collaborators.

• Mentoring Opportunities: Acquire mentors or serve as a mentor to enhance

knowledge and skills in teaching.

• Faculty Development and Leadership: Participate in teaching and other educational activities, special programs, research projects and travel awards.

• Peer Review and Guidance: Receive collegial evaluation and feedback to improve quality and effectiveness of teaching.

• Collaborative Projects & AME Symposia: Interact within a community of educators who share common interests in teaching and educational scholarship.

AME MEMBERSHIP CATEGORIES

Domains:

• Teaching Activity • Curriculum Assessment and/or Development • Advising and Mentoring • Educational Leadership and Administration • Educational Research and Scholarship


Mentored Teaching Fellow: COM faculty who either are new to teaching and other educational activities or are interested in teaching and educational scholarship. Members in this category will be focused on faculty development and mentorship to develop core knowledge and skills in teaching and education.

Active participation in this category will

facilitate professional development in preparation of Academy membership as a Master Teacher.


Master Teacher: COM faculty members who are actively involved in teaching and other educational activities. The requirements for Master Teacher include an educator portfolio with at least two educational domains. A Master Teacher should have the capacity and willingness to mentor and to serve as an advisor to a Mentored Teaching Fellow.

Active participation in this category will promote

innovation in teaching and enhance effectiveness as a medical educator.


Distinguished Teaching Scholar: COM faculty members or Emeritus who have an established track record of excellencein teaching and other educational activities. The requirements for Distinguished Teaching Scholar include an educator portfolio with at least three educational domains.

A Distinguished Teaching Scholar will serve as an

advisor and mentor to fellow members within the Academy of Medical Educators and will have the responsibility and goal to help in the development of future Distinguished Teaching Scholars.

MEMBERSHIP APPLICATIONS

Application materials:

http://academicdepartments.musc.edu/com/faculty/Academy_of_Medical_Educators/

1. Cover Page with appropriate membership category

2. Personal Statement

3. Curriculum Vitae

4. Education Domains: Complete spreadsheet for each domain you

have selected • Teaching Activity • Curriculum and/or Assessment Development • Advising and Mentoring • Educational Leadership and Administration • Educational Research and Scholarship

5. Letters of Support: Address qualifications pertinent to specific

membership category that you have selected.

6. Appendix: Other materials you choose to include with your

application

http://academicdepartments.musc.edu/com/faculty/Academy_of_Medical_Educators/

leonie gordon and paul mcdermott faculty affairs roundtable enhancing your teaching april 23 2015

Documents

application slide

medical students neuroscience

graduate students

course evaluations

course numbers

skills of faculty

attach teaching evaluations

course materials syllabi