Cheat Sheet for 2006 Criteria (11/26/07)
Institutional Integrity & Capacity
I-1
authorization, accreditation
I-2
Institutional policies & procedures; academic
standards; workload
Program Mission, Goals and Expected Outcomes
P-1
mission congruent w/ Institution’s mission
P-2
goals based on mission
P-3
expected program outcomes
Program Assessment & Planning
P-4
on-going formal assessment & meets mission
P-5
long term planning
Policies & Procedures
P-6
complaints outside due process
P-7
rights, responsibility, privacy, safety of faculty
& staff
P-8
students provided with accurate info
P-9
recruitment & admission
P-10
rights, responsibility, privacy, safety of
students
P-11
student retention
P-12
rights, safety, privacy of all others
P-13
accreditation compliance
P-14
assessment of policies & procedures
Program Faculty
Individual Core Faculty
F-1
contemporary expertise
F-2
effective teaching/eval skills
F-3
scholarship
F-4
service
Core Faculty with Special Responsibilities:
Program Administrator
F-5
qualifications of administrator
F-6
provides effective leadership
F-7
responsible for eval of core faculty; linkage of
indiv & program evaluation to
development plans
F-8
eval of assoc faculty
F-9
responsible for financial resources
F-10
effective communication
Core Faculty with Special Responsibilities:
ACCE/DCE
F-11
qualified ACCE/DCE
F-12
effective in managing clin ed
F-13
communication w/ all groups
F-14
written agreements
F-15
ensures academic regulations upheld
F-16
assessment of student learning in clin ed
F-17
assess clin ed faculty
Collective Core Faculty
F-18
blend of doctoral preparation & clin
specialists
F-19
set & uphold academic regs
F-20
responsible for curriculum plan
F-21
determine readiness to enter clinic
F-22
sufficient #
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Clinical Education Faculty (CCCEs and CIs)
F-23
min 1 yr exp
F-24
effective clinical teachers
F-25
responsibilities of clin ed faculty
F-26
rights of clin ed faculty
Associated Faculty
F-27
expertise in assigned areas
F-28
responsibilities of assoc faculty
F-29
rights of associated faculty
Students
R-1
student body consistent w/ mission
Student Services
R-2
services available to students
Support Staff
R-3
enough support staff
Financial Support
R-4
adequate financial resources
Library
R-5
adequate resources, including technology
Facilities
R-6
class and lab space
R-7
office space
R-8
scholarship space
R-9
admin space, storage
Equipment, Technology and Materials
R-10
equipment & materials for teaching
R-11
equipment & materials for scholarship
R-12
equipment & materials for admin support
Curriculum Plan
CP-1
have a plan
CP-2
plan includes:
CP-2.1
philosophy, principles, values
CP-2.2
expected student outcomes
CP-2.3
breadth and depth of prereqs
CP-2.4
specific prerequisites
CP-2.5
curriculum model & educational principles
CP-2.6
organized, sequential & integrated courses
CP-2.7
course syllabi with behavioral objectives
CP-2.8
variety of instructional methods
CP-2.9
variety of evaluation processes
CP-2.10 methods of assignments to clinic
Curricular Evaluation
CP-3
evaluation of professional curriculum
CP-4
evaluation of clin education
Curriculum Content
CC-1 bio/physical sciences
CC-2 behavioral sciences
CC-3 clinical sciences
CC-4 clin ed experiences
CC-5 practice expectations
Program Length and Degree Conferred
CC-6 3 years (or equivalent); preferred 90 credit hrs
& 30 wks clin ed
CC-7 preferred degree
Outcomes
CO-1 meet expected outcomes of program
CO-2 meet health needs of patients/society
CO-3 licensure pass rate
CO-4 graduation/employment rates
2006 EVALUATIVE CRITERIA: CHARACTERISTICS OF SCHOLARSHIP
If scholarly work
Contributes to
development or creation of
new knowledge
(Scholarship of Discovery)
Contributes to the critical
analysis and review of
knowledge within
disciplines or the creative
synthesis of insights
contained in different
disciplines or fields of
study
It is typically
 Primary empirical
research
 Historical research
 Theory development
 Methodological studies
 Philosophical inquiry
 Inquiry that advances
knowledge across a range
of theories, practice areas,
techniques or
methodologies
 Includes works that
interface between physical
therapy and a variety of
disciplines
(Scholarship of Integration)
Applies findings generated
through the scholarship of
integration or discovery to
solve real problems in the
professions, industry,
government, and the
community
 Development of clinical
knowledge
 Application of technical or
research skills to address
problems
(Scholarship of
Application/ Practice)
Contributes to the
development of critically
reflective knowledge about
teaching and learning
(Scholarship of Teaching)
Contributes to the
identification, understanding
and resolution of significant
social, civic, or ethical
problems and includes
systematic data collection,
analysis, interpretation and
impact.
 Application of knowledge
of the discipline or
specialty applied in
teaching-learning
 Development of
innovative teaching and
evaluation methods
 Program development and
learning outcome
evaluation
 Professional role
modeling
 Collaborative partnerships
involving faculty,
community members and
organizational
representatives
(community-based
research or interventions)
Within a scholarly agenda, accomplishment is
typically demonstrated by
 Peer-reviewed publications of research, theory, or philosophical
essays
 Peer-reviewed/invited professional presentations of research,
theory, or philosophical essays
 Grant awards in support of research or scholarship
 Positive peer evaluations of the body of work
 Peer-reviewed publications of research, policy analysis, case
studies, integrative reviews of the literature, and others
 Copyrights, licenses, patents, or products
 Published books
 Positive peer evaluations of contributions to integrative scholarship
 Reports of interdisciplinary programs or service projects
 Interdisciplinary grant awards
 Peer-reviewed/invited professional presentations
 Policy papers designed to influence organizations or governments
 Service on editorial board or as peer reviewer
 Activities related to the faculty member’s area of expertise (eg,
consultation, technical assistance, policy analysis, program
evaluation, development of practice patterns)
 Peer-reviewed/invited professional presentations related to practice
 Consultation reports
 Reports compiling and analyzing patient or health services
outcomes
 Products, patents, license copyrights
 Peer reviews of practice
 Grant awards in support of practice
 Reports of meta-analyses related to practice problems
 Reports of clinical demonstration projects
 Policy papers related to practice
 Peer-reviewed publications of research related to teaching
methodology or learning outcomes, case studies related to teachinglearning, learning theory development, and development or testing
of educational models or theories
 Educational effectiveness studies such as those found in
comprehensive program reports
 Successful applications of technology to teaching and learning
 Positive peer assessments of innovations in teaching
 Published textbooks or other learning aids
 Grant awards in support of teaching and learning
 Peer-reviewed/invited professional presentations related to teaching
and learning
 Peer-reviewed/invited publications or professional presentations
related to development of community-based intervention,
curriculum development
 Grant awards in support of community-based intervention
 Policy papers, presentations, or reports compiling and analyzing
community program outcomes that includes analysis and
interpretation of data collected and leads to an outcome or plan
Documented, as
appropriate for
activity, by
 Bibliographic citation of
the accomplishments
 Positive external1
assessment of the body of
work
 Bibliographic citation of
the accomplishments
 Positive external
assessment of the body of
work
 Documentation of role in
editorial/ review processes
 Formal documentation of a
record of the activity and
positive formal evaluation
by users of the work
 Bibliographic citation
 Documentation of role in
multi-authored products
 Positive external
assessment of the body of
work
 Bibliographic citation of
the accomplishments
 Documentation of
scholarly role in creation
of multi-authored
evaluation reports
 Positive external
assessment of the body of
work
 Bibliographic citation of
the accomplishments
 Positive external
assessment of the body of
work
 Documentation of role in
multi-authored products
(Scholarship of Engagement)2
1
External Assessment: Review that occurs outside of the physical therapy unit.
2
Boyer, Ernest. (1996). The Scholarship of Engagement. Journal of Public Outreach. 1(1): 11-20.
Maurana, C.A., Wolff, M, Beck, B.J. & Simpson, D.E. (2001). Working with Our Communities: Moving from Service to Scholarship in the
Health Professions. Education for Health. 14(2):207-220.
Sandmann, L.R. (2006). Scholarship as Architecture: Framing and Enhancing Community Engagement. Journal of Physical Therapy Education.
20(3):80-84.
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