Evaluating Discipline-Based Education Research for Promotion and Tenure

Dolan, Erin L.; Elliott, Samantha; Henderson, Charles; Curran‐Everett, Douglas; John, Kristen St.; Ortiz, Phillip

doi:10.1007/s10755-017-9406-y

Cited by 45 publications

(29 citation statements)

References 18 publications

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“…However, the extent to which these have entered the everyday language and practices of those engaged in higher education pedagogical research is limited (Evans, Kandiko Howson, and Forsythe 2018). Challenges remain in defining, interpreting and evaluating pedagogical research standards to address discipline-specific problems and challenges (Dolan et al 2018).…”

Section: The Contribution Of National Research Framework and Professmentioning

confidence: 99%

What constitutes high quality higher education pedagogical research?

Evans

Howson

Forsythe

et al. 2020

Assessment & Evaluation in Higher Education

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Over the last 20 years there has been significant growth in the volume of higher education pedagogical research across disciplines and national contexts, but inherent tensions in defining quality remain. In this paper we present a framework to support understanding of what constitutes internationally excellent research, drawing on a range of conceptual frameworks, international and national performance-based research funding systems, discipline/professional body frameworks, and research council guidance. While acknowledging the contested nature of excellence in pedagogical research, we provide criteria to guide discussion and to support individual and organisational learning. A key premise is that if learning and teaching in higher education are to be enhanced, considerable investment is required in supporting the development of integrated academics where emphasis is on both research and practice to inform pedagogy. Research and evaluation are essential aspects of teaching and need to be embedded within it. The framework is designed to enable colleagues to develop the necessary tools and approaches to support understanding of educational research and adapt these within their disciplinary context.

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Section: The Contribution Of National Research Framework and Professmentioning

confidence: 99%

What constitutes high quality higher education pedagogical research?

Evans

Howson

Forsythe

et al. 2020

Assessment & Evaluation in Higher Education

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show abstract

“…With job tasks and learning outcomes outlined in each internship contract, the intern perceives, understands, and embraces the critical connections between geospatial competencies and the degree-offering discipline. In this way, the curriculum is specifically designed to fit different student learning styles (Dolan et al 2017).…”

Section: Internship Programsmentioning

confidence: 99%

Digital Earth Education

Wang

Kantor

Mitchell

et al. 2019

Manual of Digital Earth

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Digital Earth (DE) education provides students with geospatial knowledge and skills to locate, measure, and solve geographic problems on Earth's surface. The rapid development of geospatial technology has promoted a new vision of DE to embrace data infrastructure, social networks, citizen science, and human processes on Earth. The high demand for a geospatial workforce also calls for an ever-changing, diverse form of learning experiences. Limited efforts, however, have been made regarding DE education to adapt to this changing landscape, with most interventions falling short of expectations. This chapter gives an overview of current teaching and learning structures with DE technologies. Successes and obstacles for K-12 education are explored first, followed by classroom technologies and experiential learning and outreach exercises such as academic certificates and internships in higher education. Taking the geospatial intelligence model from the U.S. Geospatial Intelligence Foundation (USGIF) as an example, recent advancements in DE education for professional careers are described via its geospatial competencies, hierarchical frameworks, and credentials. In alignment with the principles of DE development, future DE education calls for an integrated learning framework of open data, real-world context, and virtual reality for better preparedness of our students in the geospatial world.

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“…By providing a venue for life scientists and others to publish high-quality, peer-reviewed biology education scholarship, LSE has been a cornerstone in the development of the field of biology education research (BER). BER is a field of discipline-based education research (DBER), which is defined by the NRC as combining “expert knowledge of a science or engineering discipline, of the challenges of learning and teaching in that discipline, and of the science of learning and teaching generally” (Singer et al, 2012, p. 2) to address “discipline-specific problems and challenges” (p. 202) In recent years, graduate and postdoctoral training in BER has grown rapidly and there have been upward of 25 active searches for tenure-track positions in BER in a single year (Aikens et al , 2016a; Dolan et al, 2018). Many individuals in these programs and positions have chosen to publish their work in LSE because it is one of the “great journals scientists might be caught reading” (Slater et al, 2010, p. 67).…”

Section: The Impact Of Lsementioning

confidence: 99%

CBE—Life Sciences Education: the story of a “great journal scientists might be caught reading”

Dolan

2018

MBoC

Self Cite

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How did a moderately sized scientific society create what many consider to be the leading journal in biology education? As Editor-in-Chief of the education journal of the American Society for Cell Biology (ASCB), CBE—Life Sciences Education (LSE) and recipient of the 2018 Bruce Alberts Award for Excellence in Science Education, I tell the story of the establishment, growth, and impact of ASCB’s “other journal.”

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Evaluating Discipline-Based Education Research for Promotion and Tenure

Cited by 45 publications

References 18 publications

What constitutes high quality higher education pedagogical research?

What constitutes high quality higher education pedagogical research?

Digital Earth Education

CBE—Life Sciences Education: the story of a “great journal scientists might be caught reading”

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