ASPPH’s Scholarship of Teaching and Learning (SoTL) Task Force, led by Shan Mohammed (Northeastern), released its third work product, Institutional Programs, Practices, and Policies in Public Health Pedagogy: A Report by the Institutional Programs, Practices, and Policies Working Group of the Scholarship of Teaching and Learning Task Force, here.  

The task force working group that prepared the manuscript is chaired by Christine Arcari (Nebraska). Many thanks to her and the entire working group: 

• Maggie Chorazy (Iowa) 

• Joel Lee (Georgia)* 
• Tricia Penniecook (South Florida) 
• Annie Gjelsvik (Brown) 
• Nancy Kane (Harvard)* 
• John McGready (JHU)* 

• Mary Gallant (Albany) 
• Juan Leon (Emory)* 
• Mark Macgowan (FIU) 

for their expert, collaborative, and sustained efforts to complete this project.  

This evidence-based report on programs, practices, and policies in the consumption and production of scholarly teaching and learning, covering topics ranging from opportunities and resources that support faculty development of teaching and learning to faculty funding and time allotted for research on teaching and learning, is a seminal contribution to our field. 

The members collected data from a random sample of ASPPH-member schools and programs (n=34, 67% response rate) via phone interviews, analyzed and presented their findings, and concluded by proposing SoTL recommendations for six sets of key public health actors responsible for accredited education in public health.  

Thanks go to members of the larger SoTL task force for review of the draft report in May 2021, as well as to the ASPPH members who participated in phone surveys during the difficult spring of 2020. We are grateful for everyone’s time and thought leadership to this important work and look forward to learning how you may use the report for advancing SoTL at member schools and programs. 

 

* indicates an ASPPH teaching award winner