jensen

Developing and Implementing an Educational Research Agenda: 

Developing and Implementing an Educational Research Agenda Lessons Learned in Physical Therapy: Past, Present, Future Gail M. Jensen, PhD, PT, FAPTA Creighton University, Omaha, NE

Overview: 

Overview Past: My individual journey Working assumptions Survival strategies Research agendas Present: Crossing boundaries Practical strategies Link theory with practice and practice with theory Future: What could and should be…. Commonplaces for Educational Research Ideas for what could be…..

Past: Individual journey: 

Past: Individual journey Road less traveled……

Past: Individual Journey: 

Past: Individual Journey Working Assumptions Education- teaching/learning is a central element of patient care as well as professional education Doctoral work in education as an applied field is enhanced by disciplinary theory (eg, psychology, anthropology, sociology) Read broadly – know the legacy and experience the humanities Value historical, theoretical and conceptual work

Past: Individual Journey: 

Past: Individual Journey Be patient, persistent, and productive Do not give up on your profession (even if you are tempted…) Network (inside and outside) -- Work your political system Seek out colleagues for support Infiltrate with new ideas Make connections between theory and practice Feed your soul American Educational Research Association (Division I) Carnegie Foundation for the Advancement of Teaching and Learning (CASTL) (SoTL) Assessment of student learning

Education Research AgendaAmerican Physical Therapy AssociationEducation Division, 2003: 

Education Research Agenda American Physical Therapy Association Education Division, 2003 Diverse and engaged participants How do faculty and students contribute to learning and development process? Participatory Cultures What is the culture that leads to quality physical therapy education? Interactive teaching and learning What interactive teaching and learning processes are used to prepare graduates for practice?

Education Research AgendaAmerican Physical Therapy AssociationEducation Division, 2003: 

Education Research Agenda American Physical Therapy Association Education Division, 2003 Connected program requirements How do PT programs create coherence across the curriculum and help students transition between classroom and practice? Adequate resources What are the resources needed to support faculty, students and PT program infrastructure?

AERA- Division I (Education in the Professions)Agenda for Professions Education Research- Core Areas (1980s): 

AERA- Division I (Education in the Professions) Agenda for Professions Education Research- Core Areas (1980s) Student selection/admissions to professional education Student learning and development Faculty development and evaluation Competence assessment and professional accountability Continuing professional education Social influences on educational policy

American Association of Higher Education (AAHE, 2002) Research Agenda/Assessment: 

American Association of Higher Education (AAHE, 2002) Research Agenda/Assessment Learning about learning Pedagogical strategies that support learning Creating institutional environments that support learning Student involvement in own learning First year/Senior experience Educating for global understanding

Present: Crossing Boundaries: 

Present: Crossing Boundaries

Present: Crossing BoundariesPractical strategies: 

Present: Crossing Boundaries Practical strategies Collaborate within and outside of your profession Work cross communities within your profession (eg, link arms with the positivists…they can be useful) Bring educational research/inquiry into your daily environment Broaden conception of research/scholarship Work at organizational level (role and reward system; links to strategic planning; institutional assessment expectations)

Present: Crossing BoundariesLink theory and practice : 

Present: Crossing Boundaries Link theory and practice Use middle range theory to frame or interpret your practical work Follow the work of national initiatives/leaders (eg, Carnegie Foundation; AERA; work in other health professions) Use national initiatives as tool on campus Keep your focus on learning

Table of Learning (Shulman, 2002): 

Table of Learning (Shulman, 2002) Commitment Engagement Judgment Understanding Reflection Action motivation knowledge performance critique design identity

Model of Pedagogical Reasoning and Action (Shulman, 1987): 

COMPREHENSION TRANSFORMATION INSTRUCTIONAL PERFORMANCE REFLECTIVE EVALUATION NEW COMPREHENSION (teacher knowledge of subject matter) (prepare, organize, select teaching materials; understand where students are coming from..) (teacher-student interaction; understand misconceptions) (teacher-student evaluation) (learning from experience) Model of Pedagogical Reasoning and Action (Shulman, 1987)

Commonplaces of ProfessionsProfessing the Liberal Arts (Shulman 2004): 

Commonplaces of Professions Professing the Liberal Arts (Shulman 2004) Profession As Service Theory for Practice Practice Work is done Learning from experience Community of Practice Public and communal Judgment under Uncertainty Technical/moral

Slide16: 

External Focus on competence Structures of The person Internal Focus on meaning Contextual frames Active Learner in Lived context Development Reasoning Self-reflection Performance (abstract, sound, insightful) (integrative, ethical) (perceptive, insightful, adaptive) (reflective) Mentkowski and colleagues, 2001

Levels of Reflection(Van Manen, 1977): 

Levels of Reflection (Van Manen, 1977) Practical//technical Level Interpretive Level Critical Level How to questions What does this mean questions What ought to be questions Reflection……Meta-cognition Knowing about ….Knowing how

Future: What could or should be done…: 

Future: What could or should be done…

Commonplaces for Educational Research (Shulman, 2004): 

Commonplaces for Educational Research (Shulman, 2004) Research problems/issues/topics Problems – theoretical or practical? Processes (learning)or specific topic Research setting Laboratory (experimental) Natural setting/practical Research investigator Background/training (lens)

Commonplaces for Educational Research (Shulman, 2004): 

Commonplaces for Educational Research (Shulman, 2004) Research methods Tradition of psychology – experimental and correlational Other disciplines- naturalistic/ethnographic/cases Research purpose Theory, practice or policy Generalizability Across people Across situations Bridge building – What is this a case of?

Dreams……What could be…: 

Dreams……What could be…

Carnegie’s Preparation of Professions Program (PPP): 

Carnegie’s Preparation of Professions Program (PPP) The PPP has identified three dimensions of or apprenticeships for professional education. Intellectual training to learn the academic knowledge base and the capacity to think in ways important to the profession. A skill-based apprenticeship of practice, including clinical judgment. An apprenticeship to the ethical standards, ethical comportment, social roles, and responsibilities of the profession, through which the novice is introduced to the meaning of an integrated practice of all dimensions of the profession, grounded in the profession’s fundamental purposes.

Carnegie Study of Medicine: 

Carnegie Study of Medicine Selected Research questions: Curriculum: How does the formal and informal curriculum support the professional development of knowledge, skills and professionalism? Pedagogy: What teaching/learning methods facilitate learning of knowledge, skills and values in clinical education? Learning: How do students/residents learn to think, perform and act like a physician? What are the common struggles and transitions that student/residents encounter in becoming physicians? Assessment: How are the knowledge, skills and professionalism of students and residents assessed? Context: How are current university and practice environments affecting teaching and learning for students and residents? What should medical education be doing entirely differently?

Signature Pedagogies in the Professions (Shulman, 2005): 

Signature Pedagogies in the Professions (Shulman, 2005) To THINK To PERFORM To ACT with INTEGRITY Important – make a difference as they form Habits of mind Habits of heart Habits of hand

What about the rest of us???: 

What about the rest of us???

Future: What could be…: 

Future: What could be… Organizational/scholarly vehicles that facilitate --Interprofessional/interdisciplinary work Consensus effort to connect educational research and practice Build strong/collaborative linkages across non-physician health professions

Thank You!!: 

Thank You!!

References: 

References Curry L, Wergin J and assoc, (1993). Educating Professionals. San Francisco,CA: Jossey-Bass. Green J, Camilli G, Elmore P (eds), (2006). Handbook of Complementary Methods in Education Research. AERA, Mahwah, NJ: Lawrence Erlbaum. Mentkowski M and associates. (2000) Learning that Lasts. San Francisco,CA: Jossey-Bass. Shulman L. (2004). Teaching as Community Property: Essays on Higher Education. San Franciso, CA: Jossey-Bass. Shulman L. (2004). The Wisdom of Practice:Essays on Teaching, Learning and Learning to Teach. San Francisco, CA: Jossey-Bass Shulman L. (2005). Signature Pedagogies in the Professions. Daedalus. Sullivan W. Work and Integrity.(2005). 2nd ed. San Francisco,CA: Jossey-Bass. Journal of Physical Therapy Education: Special issue on the scholarship of teaching and learning. Haddad A, Jensen G (editors), Winter 2005, Vol 19 (3)