From scholarly teaching to the scholarship of teaching: a retrospective look at strategies that foster the transition of scholarly work in allied health into credible forms of scholarship.
With heavy teaching loads and service expectations, many allied health faculty members find themselves in situations that limit their ability to engage in traditional research and scholarship of sufficient magnitude to meet institutional standards for promotion and tenure. Strategies that link teaching or service activities to scholarly productivity increase the potential for allied health faculty to build credible forms of scholarship and find their niche in the academy. To explore the viability of the scholarship of teaching in allied health, we reflect on the experience of a small group of allied health faculty members when they chose to engage in the process of transforming the scholarly teaching embedded in the design, implementation, and evaluation of an allied health project grant (AGElink grant) into the scholarship of teaching. Through retrospective reflection, we aim to clarify the strategies that emerged in the process and propose ways in which faculty members may implement such strategies in their teaching to further their career development.
Wise
Holly H
HH
Department of Rehabilitation Sciences, College of Health Professions, Medical University of South Carolina, 151 Rutledge Avenue, PO Box 250965, Charleston, SC 29425, USA. wisehh@musc.edu
Brotherton
Sandra S
SS
Mitcham
Maralynne D
MD
D016390:Allied Health Occupations / Q000193:education / Q000592:standards*; D005178:Faculty; D011643:Publishing; D012106:Research / Q000592:standards; D012576:Schools, Health Occupations / Q000706:statistics & numerical data; D013663:Teaching; D000078329:Workforce