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Realizing Promising Educational Practices in Academic Public Health: A Model for the Scholarship of Teaching and Learning
This paper presents a conceptual framework and critical considerations for the scholarship of teaching and learning (SoTL) in academic public health. Academic education for public health has undergone significant transformation over the last two decades as the demand for responsive and innovative pu...
Autores principales: | , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8841580/ https://www.ncbi.nlm.nih.gov/pubmed/35174129 http://dx.doi.org/10.3389/fpubh.2021.750682 |
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author | Neubauer, Leah C. Merzel, Cheryl Weist, Elizabeth M. Corvin, Jaime Antoinette Forsman, Allan Fraser, Jacquie Henderson, Heather L. Hinyard, Leslie J. Opacich, Karin Joann Runnerstrom, Miryha G. |
author_facet | Neubauer, Leah C. Merzel, Cheryl Weist, Elizabeth M. Corvin, Jaime Antoinette Forsman, Allan Fraser, Jacquie Henderson, Heather L. Hinyard, Leslie J. Opacich, Karin Joann Runnerstrom, Miryha G. |
author_sort | Neubauer, Leah C. |
collection | PubMed |
description | This paper presents a conceptual framework and critical considerations for the scholarship of teaching and learning (SoTL) in academic public health. Academic education for public health has undergone significant transformation over the last two decades as the demand for responsive and innovative public health pedagogy and training for preparing graduates to deploy an increasing array of skills has grown. The authors suggest that the role of schools, administrators, faculty, and educational staff in developing promising practices for teaching and learning in public health involves an articulated conceptual framework to guide the development and dissemination of scholarly, pedagogical innovations. Building on seminal philosophical foundations of SoTL, the authors conceptualize SoTL from the foundational belief that knowing and learning are communal tasks and that faculty are both scholars and learners in the practice of education. The paper advocates for SoTL as a form of engaged practice and scholarly inquiry that exists in contextually rich, diverse educational environments that abounds with uncertainty. SoTL is guided by an educational philosophy, values, and learning theories that envision educators critically examining themselves, their teaching practice, scholarly literature, and students' learning to improve their teaching, enhance learning, and promote further inquiry. The authors suggest that SoTL involves the search for multiple forms of evidence and fosters dialogues on multiple interpretations and perspectives of the most promising practices of teaching and learning. The authors advocate for the term promising practices as an outcome of SoTL that supports and nurtures ongoing scientific discovery and knowledge generation, instead of supporting the search for best-ness in teaching and learning endeavors. SoTL should occur across formal, informal, and nonformal education |
format | Online Article Text |
id | pubmed-8841580 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-88415802022-02-15 Realizing Promising Educational Practices in Academic Public Health: A Model for the Scholarship of Teaching and Learning Neubauer, Leah C. Merzel, Cheryl Weist, Elizabeth M. Corvin, Jaime Antoinette Forsman, Allan Fraser, Jacquie Henderson, Heather L. Hinyard, Leslie J. Opacich, Karin Joann Runnerstrom, Miryha G. Front Public Health Public Health This paper presents a conceptual framework and critical considerations for the scholarship of teaching and learning (SoTL) in academic public health. Academic education for public health has undergone significant transformation over the last two decades as the demand for responsive and innovative public health pedagogy and training for preparing graduates to deploy an increasing array of skills has grown. The authors suggest that the role of schools, administrators, faculty, and educational staff in developing promising practices for teaching and learning in public health involves an articulated conceptual framework to guide the development and dissemination of scholarly, pedagogical innovations. Building on seminal philosophical foundations of SoTL, the authors conceptualize SoTL from the foundational belief that knowing and learning are communal tasks and that faculty are both scholars and learners in the practice of education. The paper advocates for SoTL as a form of engaged practice and scholarly inquiry that exists in contextually rich, diverse educational environments that abounds with uncertainty. SoTL is guided by an educational philosophy, values, and learning theories that envision educators critically examining themselves, their teaching practice, scholarly literature, and students' learning to improve their teaching, enhance learning, and promote further inquiry. The authors suggest that SoTL involves the search for multiple forms of evidence and fosters dialogues on multiple interpretations and perspectives of the most promising practices of teaching and learning. The authors advocate for the term promising practices as an outcome of SoTL that supports and nurtures ongoing scientific discovery and knowledge generation, instead of supporting the search for best-ness in teaching and learning endeavors. SoTL should occur across formal, informal, and nonformal education Frontiers Media S.A. 2022-01-31 /pmc/articles/PMC8841580/ /pubmed/35174129 http://dx.doi.org/10.3389/fpubh.2021.750682 Text en Copyright © 2022 Neubauer, Merzel, Weist, Corvin, Forsman, Fraser, Henderson, Hinyard, Opacich and Runnerstrom. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Public Health Neubauer, Leah C. Merzel, Cheryl Weist, Elizabeth M. Corvin, Jaime Antoinette Forsman, Allan Fraser, Jacquie Henderson, Heather L. Hinyard, Leslie J. Opacich, Karin Joann Runnerstrom, Miryha G. Realizing Promising Educational Practices in Academic Public Health: A Model for the Scholarship of Teaching and Learning |
title | Realizing Promising Educational Practices in Academic Public Health: A Model for the Scholarship of Teaching and Learning |
title_full | Realizing Promising Educational Practices in Academic Public Health: A Model for the Scholarship of Teaching and Learning |
title_fullStr | Realizing Promising Educational Practices in Academic Public Health: A Model for the Scholarship of Teaching and Learning |
title_full_unstemmed | Realizing Promising Educational Practices in Academic Public Health: A Model for the Scholarship of Teaching and Learning |
title_short | Realizing Promising Educational Practices in Academic Public Health: A Model for the Scholarship of Teaching and Learning |
title_sort | realizing promising educational practices in academic public health: a model for the scholarship of teaching and learning |
topic | Public Health |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8841580/ https://www.ncbi.nlm.nih.gov/pubmed/35174129 http://dx.doi.org/10.3389/fpubh.2021.750682 |
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