This document describes the Samuel Merritt University Faculty Scholarship Grant
Program (FSGP). This internal grant program is intended to support faculty scholarship that is aligned with the University’s mission and vision and that advances the Division of
Academic Affairs ’ strategic priorities. Faculty members’ scholarship, along with teaching, clinical practice, and service, is an integral part of their role within the
University. These faculty roles occur within the context of their responsibility to contribute to the ability of the School, Department and/or Program to meet the mission, vision and goals of the academic unit. Thus, the Dean, Chair and/or Program Director plays an important role in achieving the necessary balance between the academic unit and the faculty members’ responsibilities and how they are met within the academic unit. Thus, a faculty member’s participation in the FSGP is based on a negotiated agreement with the Dean, Chair and/or Program Director.
The FSGP serves as a source of major financial support (1) for faculty whose scholarly work is directly related to the University’s mission and thus of value to the University and the communities it serves even though that work may not result in external funding, and (2) for faculty who are on a trajectory that could result in external funding for their scholarship.
The SMU Philosophy of Scholarship is foundational to the FSGP 1 . SMU recognizes that scholarly work can include the scholarship of discovery, integration, application/service, and teaching/learning. SMU values all forms of scholarship and acknowledges that the evaluation of quality and rigor of the scholarly work will be specific to the type or form of scholarship. Our definition of scholarship includes, but is not limited to, all research methods.
There are two categories of support in the FSGP. Regardless of the category of support, all scholarly work funded by this program will have a plan for dissemination consistent with the University’s scholarship philosopy.
Please consult the Program Procedures and Instructions for Grant Application
Submission for detailed instructions and program procedures.
The purpose of this category of is to fund scholarly work when the faculty member’s scholarly agenda is not necessarily leading to external funding and/or a clear path to external research funding is not yet identified.
1 Samuel Merrtt University Faculty Handbook, pp. 35 – 37. The full philosophy statement is attached to this document.
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Faculty members may have scholarly agendas that are closely aligned with the
University mission of excellence in teaching and learning that advances clinical practice and have the potential to make substantial contributions to the University’s ability to meet that mission. This type of academic work is in alignment with our primary mission to educate students as well as with the component of SMU’s institutional vision stating that “expert faculty and staff shape an inclusive learning environment where students experience best teaching practices and state-of-theart learning approaches.” Often there is no external funding for a scholarly agenda in a particular area of scholarship because it does not meet the goals and priorities of federal government, corporate or foundation support for research. That paucity of external funding for these types of projects does not lessen the potential of the faculty
’s scholarly work to contribute to the growth of the University as a community of practitioner-scholars who are stewards of educational practice, or to what the Carnegie Foundation calls the teaching commons,
“a conceptual space in which communities of educators committed to inquiry and innovation come together to exchange ideas about teaching and learning and use them to meet the challenges of educating students.” The lack of external funding also does not suggest less potential for an impact the research can have in the broader community, in health sciences education, and in clinical practice.
The Category 1 priorities and criteria for funding reflect a key SMU strategic initiative
(interprofessional education/collaboration) as well as the institutional values of innovation (application of contemporary learning technologies) and results-driven (focus on teaching-learning outcomes.) The Funding Criteria reinforce the importance of support for the faculty member’s scholarly work at the School/Department level through allocation of time or additional financial compensation and for accountability through the faculty evaluation system and clear plans for dissemination. These Funding Criteria also establish that faculty members who receive funding have the capacity to successfully complete the project.
Funding for this category is available to support scholarly work in any type of scholarship as defined in the Philosophy of Scholarship. The priorities listed here aim to support scholarly projects that will advance the University’s mission and strategic plan.
Projects that align with these priorities have a greater chance of receiving funding under the FSGP.
Projects that address one or more of the following priorities will have a greater likelihood of receiving funding
1. Collaborative projects that involve scholars from more than one discipline
2. Projects that seek to improve interprofessional education and practice
3. Projects that aim to improve teaching and learning outcomes at SMU, including teaching and learning in the clinical environment.
4. Projects that demonstrate innovative approaches to teaching and learning, including the use of contemporary learning technologies for some aspect of the project.
5. Scholarly work that addresses critical questions in clinical practice; this includes the Scholarship of Integration (SoI)
6. Scholarly work that addresses critical questions in teaching and learning in the
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health sciences; this includes the Scholarship of Application/Service (SoAS) and the Scholarship of Teaching and Learning (SoTL) projects.
Funding will be awarded based upon the following criteria:
1. Applicant/Applicant team background and qualifications. One of the following two criteria must be met (a or b): a. The applicant/applicant team has a proven track record of successful completion of research or other scholarly work in an area related to the research question, e.g. through dissertation or other doctoral work, previous pilot studies, or previous research. b. The applicant/applicant team has evidence of professional accomplishments as an educator and scholar in the type of scholarly project being proposed, ie, Scholarship of Discovery (SoD), SoAS, SoTL,
SoI.
2. The FSGP application is submitted according to proper procedure as outlined in the application packet
3. Approval by the SMU IRB, if required. Faculty grants may be submitted prior to approval of an IRB but are contingent upon IRB approval if the research being funded requires completion of the IRB process.
4. There is a plan for dissemination of the research as described in the Philosophy of Scholarship , including identified likely sources for dissemination and a time line for dissemination.
5. There is a plan for development and completion of the project which has been reviewed and approved by the responsible Dean, Chair or Director, as reflected in a properly completed Dean or Department Chair Approval Letter.
Funding is available to support the following items or activities. A budget proposal should identify other funding needs that may not meet these descriptions and those funding needs will be considered during the project evaluation process.
1. Faculty Salary Support: a. Two types of faculty salary support are available: i. Release time and salary for adjunct or other faculty:
1. Faculty release time up to 0.25 FTE (330 hours).
2 This is contingent upon prior approval of the Dean/Chair/Program
Director responsible for the School/Department/Program in which the faculty member(s) teach. If the request for release time is not approved, the faculty member(s) may still receive
2 Generally, the workload allocation for the project are incremental additions to the faculty member’s ongoing scholarly workload allocation. The justification for these hours is provided in the proposed budget.
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the FSGP award, but will have to continue with their teaching responsibilities. A faculty salary supplement is available as described in ii below.
2. If release time is approved, mentoring support is available to prepare an adjunct faculty to backfill the teaching obligation of the primary investigator. This is limited to a maximum of two courses per year. ii. Faculty Salary Supplement
1. A stipend of up to $12,000 3 may be added to the faculty member’s base pay over the term of the grant proposal for those faculty member(s) electing to continue teaching fulltime or in situations in which release time is not available.
2. Support for consultation on research methodology and data analysis.
3. General research support, such as for participant incentives, research assistants to perform such tasks as participant recruitment, scheduling, general research administration, and data entry, including transcription to a maximum of $7,500 per award.
4. Support for implementation of innovative teaching/learning activities that would exceed the cost of standard SMU services for existing course delivery.
Examples are: a. Short term consultant services for professional media production b. Short term technical services for emerging technology applications c. Utilization of standardized patient services required for project completion that would exceed the cost routinely assumed by SMU for a course offering and/or d. Instructional design services associated with implementing e-learning or mechanical simulation projects (manikin-based, web-based, virtual world) that would exceed the cost routinely assumed by SMU for a course offering
5. Equipment and supplies. Equipment is subject to the University’s capilization policy 4 .
3 The salary stipend is available in increments of $4,000. This effort must be documented in the proposed budget.
4
A. A capital asset must have at minimum a useful life of two years and a purchase price (including sales tax, freight, and installation) of at least $5,000.00. Carpeting and vinyl wall covering with a cost of at least
$15,000.00 can be capitalized.
B. Equipment purchased in quantities of two or more identical items with a unit value of at least $500.00 and a lot value of at least $7,500.00 will be capitalized. Purchases that do not meet these criteria will be charged against operating expense. Items will be considered identical if they have the same model or catalog number or are judged to be materially identical after examination by the CFO or another staff member designated by the CFO.
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Funding for this research priority supports any type of scholarly work as defined in the
Philosophy of Scholarship at SMU.
There are three types of support under this category:
1. Bridge Program: faculty previously awarded a major grant through an external agency (e.g., NIH, HRSA, NSF, private foundations) and who are preparing to submit another related grant.
2. Developing Faculty Program: for faculty members interested in writing a major grant from the NIH (i.e., K awards) or other external source for support of new/developing faculty, or for faculty members who are on a clear developmental path towards receiving external funding support for their scholarship.
3. Funded Faculty Program: Faculty who currently have an external source of support for their scholarship
The University supports faculty members who have a plan for a fundable research agenda on which to build an academic career. The Priority Criteria for funding in this category provides targeted support to faculty who have been awarded external funding and faculty with demonstrable potential to gain external funding. The internal funding from the University is necessary for SMU to recruit new faculty and retain other critical contributors to teaching and clinical practice. There are research agendas that may have a longer horizon for development in order to receive external funding and those faculty members would benefit from support in that earlier phase.
Projects that meet the funding priorities under this Category:

Projects in which SMU primary investigators are working with existing and developing research teams within or external to the University;

Projects involving faculty research mentors from SMU or other academic institutions.

Collaborative projects that involve researchers from more than one discipline
Funding will be awarded based upon the following criteria:
1. For Bridge, Developing and Funded Faculty Programs: a. The researcher/research team has a proven track record of successful completion of research or other scholarly work in an area related to the research question. b. There is a plan for the research project(s) on the faculty member(s) annual
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evaluation goals, including the responsible Dean, Chai r or Director’s approval.
2. Critera specific to the type of support a. Bridge Program - meets all of these criteria: i. Faculty member(s) who have previously received funding support from an external agency in amounts in excess of $50,000; ii. Faculty member(s) who successfully met all of the external funding agency’s criteria for the grant award; iii. Faculty member(s) who are preparing to submit a grant proposal for a research project related to those previously funded. b. Developing Faculty Program - meets any of these criteria: i. Faculty member(s) previously received a University Faculty Research
Grant ii. Faculty member(s) previously received external funding less than
$50,000 iii. Faculty members who are preparing to submit a grant for an external faculty research development award, e.g. NIH K award iv. Developing a research agenda that has the possibility for external funding from foundations, professional associations, or corporations over a 3-5 year period v. Begins a new line of scholarly inquiry for a faculty member with a previous track record of major external funding. c. Funded Faculty
– meets this criterion: i. Faculty member(s) has a current source of external funding
3. For Bridge, Developing and Funded Faculty Programs: b. Faculty grants may be submitted prior to approval of an IRB but are contingent upon IRB approval if the research being funded requires an
IRB c. There is a plan for dissemination of the research as described in the
Philosophy of Scholarship , including identified likely sources for dissemination and a time line for dissemination.
Funding is available to support the items listed below. A budget proposal should identify other funding needs that may not meet these descriptions and those funding needs will be considered during the project evaluation process. For faculty funded via an external source seeking additional funds via the FSGP, the budget proposal must show justification for the incremental financial support above that provided by the funding agency.
1. Faculty Salary Support: a. Two types of faculty salary support are available: i. Release time and salary for adjunct or other faculty:
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1. Faculty release time up to 0.25 FTE (330 hours).
5 This is contingent upon prior approval of the Dean/Chair/Program
Director responsible for the School/Department/Program in which the faculty member(s) teach. If the request for release time is not approved, the faculty member(s) may still receive the FSGP award, but will have to continue with their teaching responsibilities. A faculty salary supplement is available as described below.
2. If release time is approved, then mentoring support of adjunct faculty who backfill the PI to prepare the adjunct for teaching (limited to a maximum of two courses / year) is available as well. ii. Faculty Salary Supplement
1. A stipend of up to $12,000 6 may be added to the faculty member’s base pay over the term of the grant proposal for those faculty member(s) electing to continue teaching those courses assigned to them or in situations in which release time is not available.
2. Professional grants/management services upon receipt of award.
3. Additional faculty release time post-award to conduct research activities not already covered by salary offset in grant award - limited to maximum of four courses / year for length of award.
4. Other related expenses: a. Consultation on research methodology and data analysis b. General research support, such as for participant incentives, research assistants to perform such tasks as participant recruitment, scheduling, general research administration, and data entry c. Equipment and supplies not otherwise included in the grant budget.
Equipment is subject to the University’s capitalization policy.
7
5 Generally, the work load allocation for the project are incremental additions to the faculty member’s ongoing scholarly workload allocation. The justification for these hours is provided in the proposed budget.
6 The salary stipend is available in increments of $4,000. This effort must be documented in the proposed budget.
7
A. A capital asset must have at minimum a useful life of two years and a purchase price (including sales tax, freight, and installation) of at least $5,000.00. Carpeting and vinyl wall covering with a cost of at least
$15,000.00 can be capitalized.
B. Equipment purchased in quantities of two or more identical items with a unit value of at least $500.00 and a lot value of at least $7,500.00 will be capitalized. Purchases that do not meet these criteria will be charged against operating expense. Items will be considered identical if they have the same model or catalog number or are judged to be materially identical after examination by the CFO or another staff member designated by the CFO.
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SMU Philosophy of Scholarship
The term “scholarship” embodies a spectrum of activities and academic pursuits that faculty engage in as part of their role as academicians. The intent of this document is to describe the components that represent the current philosophy of scholarship at SMU.
This document will evolve over time to be reflective of emerging technology, changing health care environment, advances in clinical practice and education, and a growing
University. The goal of scholarship is to systematically advance teaching, research, and/or practice of the faculty member’s discipline through rigorous inquiry that demonstrates both creativity and significance to the profession. Based upon Boyer’s
(1997) recommendations and subsequent expansions of that model (Glassick, 2000),
SMU recognizes that scholarly work can include the scholarship of discovery, integration, application/service, and teaching/learning. SMU values all forms of scholarship and acknowledges that the evaluation of quality and rigor of the scholarly work will be specific to the type or form of scholarship. The various forms of scholarship are further described below.
The Scholarship of Discovery
The scholarship of discovery focuses on scientific inquiry that generates new and unique knowledge. It produces the disciplinary and professional knowledge that is at the very heart of academic pursuits. The scholarship of discovery takes the form of primary empirical research, both qualitative and quantitative, historical research, theory development and testing, methodological studies, and philosophical inquiry and analysis. These inquiries can be in the form of basic science, applied clinical research or translational studies.
Examples may include (but are not limited to): scholarly efforts that focus on discovery of new knowledge, new philosophical paradigms and theory development, which may include:

methodological studies

clinical practice (applied) studies

historical research

case studies

systematic reviews and meta-analyses
The Scholarship of Integration
The scholarship of integration focuses on the discovery of new relationships among disciplines. Scholarship of integration uses concepts and original works from one’s own and other disciplines in creating new patterns, placing knowledge in a larger context, or illuminating the data in a more meaningful way (Boyer, 1990). Critical analysis and interpretation are two common methodologies, but interprofessional work may take place through other mediums.
Examples may include (but are not limited to):

integrative review of the literature aimed at advancements in interprofessional patient care

critical analysis of systems to support interprofessional work

evaluation of the communication of multiple disciplines in a specific practice setting

development of multidisciplinary clinical practice guidelines
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The Scholarship of Teaching and Learning
The scholarship of teaching and learning includes the development of teaching programs, innovative teaching and evaluation/assessment methods, learning outcome evaluation, and aspects of the delivery of health care where evidence of direct impact in solving relevant problems in the profession or community is presented.
Examples may include (but are not limited to):

evaluation of the use of technology on student learning outcomes

critical evaluation of pedagogy

developing, implementing and evaluating new teaching theory and practice investigation into the impact of simulation and standardized patient experiences on student learning

investigations using Classroom Research, Classroom Assessment or Action
Research techniques
The Scholarship of Application/Service
The scholarship of application/service includes the investigation and evaluation of the impact and value of service activities that are tied to one’s profession. This focus of scholarship can include identification of the unmet needs of specific community groups or populations and developing and implementing a plan for providing service to that community. This can take the form of advocacy, leadership and efforts to change or develop policy as well as providing services directly to those in need. In order for an aspect of this work to be considered scholarly, it must go beyond the level of just providing the services to various communities, groups or organizations. Scholarship of application/service requires critical evaluation and assessment based upon the impact, value or outcomes of the work.
Examples may include (but are not limited to):

investigate how clinical based educational sessions provided to the community impact health care utilization

impact analysis of community service efforts to improve health care access and utilization in underserved populations

evaluate the impact of efforts to change professional practice policy or guidelines on patient care outcomes

editor/editorial board of a journal investigating the impact of an open access format on the peer review process

acting as a reviewer for a journal or publisher and providing a critical evaluation of a submitted manuscript, book or chapter in the form of a written peer review, submitted to the author(s) and the editorial board or publisher
It is acknowledged that there is often a close relationship between scholarship and the other roles of a faculty member such as teaching and service. Shulman (1999) helps to further clarify the definition of scholarship as need to meet several criteria. For purposes of SMU’s Philosophy of Scholarship, we adopt the following outlined criteria for all of the above types of scholarship; 1) the work must be disseminated within the appropriate scholarly community and 2) the work must be reviewed and critiqued by peers according to acceptable standards (which can include various methods).
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Dissemination should be through an acceptable means for the type of scholarly work being performed and the target audience for distribution of the work. This may include publications such as journal articles, chapters or whole books, monographs; presentations at conferences, to community groups, at policy meetings; through electronic outlets such as the internet or within an institution; and other means of dissemination deemed appropriate for the field of study, content and message of the scholarly work. Scholarly works should be made public and accessible for exchange and use by other members of one’s scholarly community. The specifics of the scholarly work determine the appropriate audience for this dissemination. Efforts towards this end of dissemination would also fall under the category of scholarship, including but not limited to seeking funding for scholarly projects through grant and scholarship applications and submissions to conferences, journals and other avenues for dissemination. Peer assessment of the work should address originality, rigor, contribution to the profession or discipline, and be performed by professionals in the specialty*. This may take the form of scientific evaluation committee for conference presentations; editorial board for books or chapters; peer review/refereed journal article publications; real time peer feedback on electronic database or website.
* Peer reviewers in the area of “specialty” would depend upon the type and content of scholarly efforts.
For instance, when scholarship is focused on teaching and learning, the "specialty" of those providing peer evaluations would be in education and in the specific content area that is the focus of the scholarly work. Additionally, when scholarship is focused on integration or application/service, the area of
“specialty” would be those disciplines included in the scholarly work.
References
Boyer, E. L. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, New
Jersey: Princeton University Press, The Carnegie Foundation for the Advancement of
Teaching, 1997.
Glassick
, CE. Boyer’s expanded definitions of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching. Acad Med.
2000;75(9):877-880.
Shulman, L. The scholarship of teaching and learning. AAHE Bulletin. 1999;52(4):7.
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