Criteria

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

Maximum Points Possible

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 (dissemination)

(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 and/or Depth/Scope

(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

• Is educational endeavor important to mission of College?
• Are goals specific and obtainable?
• Are goals consistent with stated leadership philosophy?
• Do goals reflect needs of profession, society, learners, other faculty?
• Is the development of enduring materials guided by a cohesive set of professional goals?
• Is researchers' line of research important to the field?

• Is teacher prepared to teach effectively?
• Does leader strive to continuously learn new ways of dealing with challenging issues?
• Does educator take advantage of educator development opportunities (MTFP, peer review, skill building workshops)?
• Does faculty have skills matching his/her role in preparing enduring educational materials?
• Is researcher qualified to conduct research effectively?

• Does teacher use appropriate teaching techniques?
• Is design of course effective?
• Does leader get others meaningfully involved?
• Are actions consistent with current literature?
• Are systematic instructional design methods used to prepare enduring educational materials?
• Is design of study appropriate?
• Does study have sufficient statistical power?

• Does educational strategy (e.g., teaching method, course management) serve as model for others?
• Were stated goals achieved?
• Do learners use the enduring educational materials as intended? Are desired learning outcomes achieved?
• Does research study lead to outcomes worthy of publication in the literature?

• Are "lessons" learned about teaching, educational leadership or the preparation of enduring educational materials shared with peers at local, regional or national levels?
• Do peer reviewers for grant, journal and/or educational award find the presentation of results understandable and credible?
• Is write-up of research results credible to a local, regional and/or national audience?

• Does teacher, leader, or developer solicit and use feedback from learners and peers?
• Does educator examine multiple perspectives before changing strategies?
• Does researcher solicit and effectively use advice from colleagues/mentors?