Cedarville University School of Pharmacy, 251 N. Main St., Cedarville, OH 45314, United States.
Bowling Green State University, Bowling Green, OH 43403, United States.
Curr Pharm Teach Learn. 2021 Mar;13(3):228-237. doi: 10.1016/j.cptl.2020.10.005. Epub 2020 Dec 15.
Research and scholarship are core elements of the academic mission. Yet fulfilling institutional and accreditation requirements for scholarly activity can be challenging, particularly for teaching-intensive institutions. This paper describes strategies for employing a teacher-scholar model to stimulate and sustain scholarly activity.
Metrics of scholarly productivity were programmatically assessed and reported for at least five years following implementation of sixteen different strategic initiatives at three teaching-intensive colleges of pharmacy. Data reported included publications (original peer-reviewed publications, case reports, review articles), presentations (posters, podiums, and continuing education sessions), peer-reviewed published abstracts, grants awarded, and total extramural funding per annum. Faculty and student engagement in scholarship was indicated by authorship on at least one scholarly work.
Broad increases in metrics of scholarly productivity were observed, while the timing and degree of change varied (1.4-fold to 10.4-fold, across all institutions, all years). Notably, the most robust growth was observed in grantsmanship and the number of faculty and student contributors to scholarly works. A key observation was that increased scholarly output was sustained, as during the most recent three-year period publications increased 1.6-fold, grants and extramural funding increased 3.4- and 15.8-fold, respectively, and faculty and student contributors increased 1.8- and 4.5-fold, respectively.
Overall, these data point to a substantive, detailed approach for increasing scholarship at diverse, teaching-intensive institutions by implementing cost-conscious strategies, including clear ties between scholarly effort/productivity and faculty performance/advancement, strong faculty development and mentoring, institutional commitments to infrastructure and research budgets, and student engagement in scholarly activities.
研究和学术是学术使命的核心要素。然而，要满足学术活动的机构和认证要求可能具有挑战性，尤其是对于以教学为重点的机构。本文介绍了采用教师学者模式来激发和维持学术活动的策略。
在三个以教学为重点的药学院实施了十六项不同战略举措至少五年后，对学术生产力的衡量标准进行了计划评估和报告。报告的数据包括出版物（原始同行评审出版物、案例报告、评论文章）、演讲（海报、演讲台和继续教育课程）、同行评审发表的摘要、获得的资助以及每年的总外部资助。教师和学生参与学术研究的指标是至少有一项学术工作的作者身份。
观察到学术生产力衡量标准的广泛增长，而变化的时间和程度有所不同（所有机构、所有年份的 1.4 倍至 10.4 倍）。值得注意的是，在资助和学术作品的教师和学生贡献者数量方面观察到最显著的增长。一个关键的观察结果是，学术产出的增加是持续的，因为在最近的三年期间，出版物增加了 1.6 倍，资助和外部资金分别增加了 3.4 倍和 15.8 倍，教师和学生贡献者分别增加了 1.8 倍和 4.5 倍。
总体而言，这些数据表明，通过实施具有成本意识的策略，包括将学术努力/生产力与教师绩效/晋升明确联系起来、加强教师发展和指导、机构承诺基础设施和研究预算，以及学生参与学术活动，可以为不同的以教学为重点的机构增加奖学金，这是一种实质性的、详细的方法。
