EIM SoTL-UP Faculty Research Grant: Celebrating Innovation and Impact in Graduate Health Care Education

The inaugural EIM Scholarship of Teaching and Learning University Partner (SoTL-UP) Faculty Research Grant has awarded its first cycle, recognizing innovative contributions to Scholarship of Teaching and Learning (SoTL) research in hybrid accelerated graduate health care programs.

The grant empowers leaders in hybrid accelerated education, supporting projects that develop and enhance evidence-based pedagogy. This initiative underscores EIM's commitment to fostering an evidence-based teaching culture and enhancing learner outcomes through research. The full list of awardees can be found here.

Highlights from the Grant Recipients

Each project underlines the transformative potential of targeted, thoughtful research in shaping educational practices.  

At Augustana University, Dr. Mallory Kargela investigates the integration of Team-Based Learning in hybrid models. Dr. Kargela explains, "I chose to focus on Team-Based Learning (TBL) because it fosters deep learning and critical thinking, which are essential in healthcare education. I wanted to explore how TBL can be effectively integrated into hybrid models to enhance learning outcomes."

Dr. Becky Parr and Dr. Mike Richardson from Hanover College are focusing on Trauma-Informed Care (TIC) within their DPT program. "We wanted to explore how we could better prepare future physical therapists to understand and address the impacts of trauma, thereby enhancing their ability to provide empathetic, patient-centered care," states Dr. Parr.

Dr. Elizabeth G. Hunter and her team at Bowling Green State University are pioneering targeted support for graduate students in online education. Dr. Hunter notes, "Understanding this will allow for opportunities to tailor online programs to best support students regardless of their personality type."

Dr. Sue Denninger and her co-investigators at Bowling Green State University are examining the impact of hybrid school-based interprofessional education on students’ knowledge of special education and interprofessional competencies in a school-based setting.

Reflections and Advice from Grant Winners

Grant recipients shared insights into their motivations and the impact of their work. Dr. Kargela advises prospective SoTL researchers  to "Start by identifying areas where student engagement or outcomes could be improved, and consider how collaborative learning models might be adapted to your context.

Collaborating with peers and seeking funding opportunities, such as the EIM SoTL-UP grant, can provide valuable support. Embrace the iterative nature of SoTL research, continuously refining your methods based on student feedback and learning outcomes.”

Similarly, Dr. Parr and Richardson recommend examining gaps in the curriculum and engaging with student needs to "directly impact their learning experience”. They also note, “Collaborating with colleagues and sharing your findings can also help collectively advance the hybrid accelerated education field.”

Looking Forward

The success of this first grant cycle paves the way for further innovations in teaching and learning within hybrid accelerated programs. Through their dedicated research efforts, these researchers are setting new standards for excellence in hybrid accelerated graduate healthcare education, ensuring that the future of healthcare education is as dynamic as the fields it intends to serve.