Demonstrating excellence in pharmacy teaching through scholarship

Melissa Medina, Dana Hammer, Renee Rose, Steven Scott, Freddy M. Creekmore, Amy Pittenger, Robert Soltis, Alicia Bouldin, Lindsay Schwarz, Peggy Piascik

Research output: Contribution to journalReview articlepeer-review

9 Scopus citations


Evaluating faculty's contribution to the research component of the tripartite mission is based on quantified data, such as number of peer-reviewed articles, impact factors, and the number and amount of grants. In contrast, although effective teachers possess universally agreed-upon qualities, evaluating faculty's teaching excellence can be difficult because of varying criteria. Using objective research criteria and peer review, the ability of faculty to demonstrate teaching excellence may be elevated by the pursuit of the scholarship of teaching and learning (SoTL). The continuum of effective teaching, scholarly teaching, the scholarship of teaching and learning, and educational research can demonstrate how this elevation can be possible. Suggested methods for faculty development and institutional change are explored.

Original languageEnglish (US)
Pages (from-to)255-259
Number of pages5
JournalCurrents in Pharmacy Teaching and Learning
Issue number4
StatePublished - Oct 2011


  • Faculty development
  • Pharmacy education
  • Scholarship of teaching
  • Teaching excellence


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