Teach & Research

This initiative is led by the Scholarship of Teaching and Learning (SoTL) Task Force, launched in 2018, under the jurisdiction of the ASPPH Education Advisory Committee. The four SoTL Task Force working groups are driving the creation of the following science-based products:

• Course and Teacher Evaluation

  This group investigated and produced a report that depicts a paucity of research on student course and teacher evaluations in academic public health as well as a lack of valid, evidence-based methods and metrics across all fields. The report: identifies the most widely used student course and teacher evaluation methods and tools; provides a context for current promising practices in the field of student course and teaching evaluations; and includes recommendations and potential areas for future research and faculty development for academic public health.

  Student Course and Teacher Evaluations

  A Report by the Course and Teacher Evaluation Working Group of the Scholarship of Teaching and Learning Task Force

• Teaching

  One Teaching sub-group published a call to action manuscript in Pedagogy in Health Promotion in December 2020. The abstract is found here. The objectives of their article are to: assess briefly the current status of evidence-based teaching in public health; strengthen the case for using evidence-based teaching practices in public health courses; and, propose strategies for educators in public health to get started and to engage along a continuum of evidence-based teaching. Key takeaways from the article are posted below.

  Evidence-based Teaching Manuscript Takeaways

  Another Teaching sub-group produced a visioning document to spur ASPPH conversations around a searchable, online Teaching and Learning Hub. The Hub is conceived as a venue for sharing and disseminating evidence-based and evidence-informed teaching practices and its scope is anticipated to cover the spectrum of ASPPH-member resources that have been developed and tested by faculty instructors at both undergraduate and graduate public health levels. IT staff are designing the Hub for release to ASPPH members in the forthcoming “Member Center” in 2022.

• Institutional Programs, Practices, and Policies

  This working group produced a data 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.

  The authors collected data from a random sample of ASPPH-member schools and programs via phone interviews, analyzed and presented their findings, and concluded by proposing recommendations for six sets of key public health actors responsible for accredited education in public health.

  
  

  Institutional Programs, Practices, and Policies in Public Health Pedagogy

  A Report by the Institutional Programs, Practices, and PoliciesWorking Group of the Scholarship of Teaching and Learning (SoTL) Task Force

• Conceptual Framing

  This working group published an original conceptual framework, entitled Scholarly Teaching in Action and Practice (STAP) and offered critical considerations for implementing theory-informed steps to advance the scholarship of teaching and learning in academic public health in Frontiers in Public Health in January 2022. The open-access article is found here and its key takeaways are posted below.

  Conceptual Framing Manuscript Takeaways