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Educational Research

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Summary

This award will be given to faculty whose contributions to educational research matches or exceeds the quality and quantity of research included in the standard-setting portfolio examples at the bottom of this page.

Educational Research includes activities related to many forms of disciplined inquiry (some of which may not traditionally be thought of as "research") which involve the investigation of specific questions and the sharing of results through formal and informal means of dissemination. These forms of disciplined inquiry might include: collecting and reporting the results of an evaluation of a curriculum intervention, organizing and reporting longitudinal outcome information about student performance in a course undergoing "continuous improvement," obtaining and reporting results of a needs assessment, conducting and reporting a comparison of two types of teaching methods.

Evidence of Quality includes activities related to many forms of disciplined inquiry (some of which may not traditionally be thought of as "research") which involve the investigation of specific questions and the sharing of results through formal and informal means of dissemination.

These forms of disciplined inquiry might include: collecting and reporting the results of an evaluation of a curriculum intervention, organizing and reporting longitudinal outcome information about student performance in a course undergoing "continuous improvement," obtaining and reporting results of a needs assessment, conducting and reporting a comparison of two types of teaching methods. This criterion will count 50 percent of the final judgment of the Review Panel.

Evidence of the Quantity of educational research might include: the number of specific questions examined, the number of initiatives (i.e., discrete studies) associated with each question, and the number of disseminations. This criterion will count 40 percent of the final judgment of the Review Panel.

Evidence of Breadth might include: different thematic areas, different types of questions focused on different educational issues and/or learner populations, different types of research methods, different venues for disseminating results. Depth and scope may also be counted as breadth in Educational Research. This criterion will count 10 percent of the final judgment of the Review Panel.

Instructions for Submitting Portfolios

Before starting your portfolio:

Portfolio Examples

The following examples illustrate how a variety of faculty portfolios satisfy the standards of quantity, quality, and breadth for the Educational Research Category. A candidate should accumulate, and document, at least as much overall evidence of accomplishment as contained in the individual examples. While your exact combination of accomplishments related to quality, quantity, and breadth will be unique, you will be required at the start of your portfolio to identify which standard-setting example(s) best match(es) the types of research activities you include. (Download a copy of this template.) You can use the 'save as' feature to copy the template into a Word document for creation and uploading of your portfolio. 

Just as these examples are not maximally strong in all areas, it is expected that faculty portfolios will vary and not be maximally strong in all areas. In effect, weaker areas may be balanced out with stronger areas, so long as the overall combination compares favorably to the examples.

Evaluation Rubric for Educational Research

Applicant Name: __________________________________________________________________

Reviewer Name: __________________________________________________________________

Type of Review: ___Primary, ___Secondary, or ___General

Assign points based on comparison to prototypes—assume prototypes would earn 85-95 points.

Use sample questions after each criterion as a guide for interpretation.

Maximum Points Possible

Reviewer Assigned Points

1. The applicant’s personal standards of osteopathic focus or impact within/upon osteopathic medical education. (The standards of osteopathic focus or impact within/upon osteopathic medical education will be awarded based on the applicant's personal statement and mini-portfolio.)

 

10 points

 

Application Quality – evidence of quality
may also be found in multiple places throughout the
portfolio including summary statement, personal statement,
and appendices.

2. Clear, realistic, and important goals

(e.g., Are educational research goals specific and appropriate? Do goals reflect the needs of learners and/or educators?)
 

5 points

 

3. Adequate personal preparation and ongoing self-reflection/improvement

(e.g., Is researcher prepared to investigate effectively? Does researcher participate in educator development opportunities? Does educator solicit and effectively use evaluations from learners and peers?)
 

10 points

 

4. Adequate methods/Quality of presentation of results

(e.g., Are appropriate educational research techniques used effectively and flexibly? Does research strategy serve as a model for others? How do peers regard process and perceive outcomes? Is educational research portfolio clear? Does educator effectively share lessons learned with peers?)

 

30 points

 

5. Quantity

(e.g., Number of specific questions examined, number of initiatives (discrete studies) associated with each question, and the number of disseminations. Investment of time and effort in systematically approaching educational questions including dissemination.)


35 points

 

6. Breadth

(e.g., Different thematic areas, different types of questions focused on different educational issues and/or learner populations, different types of research methods, different venues for disseminating results.)

 

10 points

 

Total (80 points minimum needed to receive award)

100 points

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