Scholarship of Teaching and Learning

Session 1 (held September 18, 2026) Facilitator - Eric Belt

Key Takeaways

Article: Making the Invisible Visible: Enhancing Information Literacy and Metacognition with a Constructivist Activity

• Educational research does not have to be overly complicated or complex. 
• A classroom activity, assignment, or instructional approach can become the starting point for systematic inquiry.
• Methodological critiques open up new conversations on theory, data collection, coding, interpretations, and conclusions.
• Starting small, locally, or in the classroom can lead to bigger questions and research endeavors. 
• This study showed how a collaborative jigsaw activity can support metacognitive thinking about information evaluation. 

Jigsaw Teaching Strategy 

• Activities - Faculty Center for Teaching and Learning (scroll down to Jigsaw tab) (note: Next session’s article explores Concept Mapping – info. on that strategy can be found on this page too.)

Further Readings

The Scholarship of Teaching and Learning (SoTL) — ways to get started

Educational Research — ways to keep going

Grounded Theory — the sections on pre-research lit reviews and use of preexisting theory highlight aspects of the academic debate we discussed. 

Online Course Design and Development among College and University Instructors: An Analysis using Grounded Theory — an example of a grounded theory study that produced a theory. Their theory "informal design" suggests that faculty may develop online courses through an informal, experience-based process that resembles the ADDIE Model (a well-established, evidence-based framework for designing instruction) even when they are not consciously using an instructional design model.

Educational Research - Faculty Center for Teaching and Learning

Educational Research Related Publications

• Challenging content: a mixed-methods evaluation of a novel sexual health curriculum in doctor of physical therapy education | BMC Medical Education | Springer Nature Link
• Optimizing clinical education; An innovative telehealth education model
• Physician Associate Student Use of Large Language Models to Support Learning: A Phenomenological Study.
• Fleming, S., Kulo, V., Gordes, K.L., Donegan, R., Ohm, C., Pennington, D., Gargiulo, J., & Kayingo, G. (2026). Effectiveness of telehealth-enabled standardized patient encounters in behavioral health training for PA students. Journal of Physician Assistant Education, 37(3), 333-336. https://doi.org/10.1097/JPA.0000000000000760
• Izumi, E., Kulo, V., Cestone, C., & Noel, Z.R. (2026). Team-based learning in health professions education: A bibliometric analysis. Currents in Pharmacy Teaching and Learning, 18(3), 102536. https://doi.org/10.1016/j.cptl.2025.102536
• Jun, H.J., Jia, Y., & Kulo, V. (2025). Investigating factors associated with faculty perspectives on changes in teaching modalities within health professions education programs. Education and Information Technologies, 30, 5635–5654. https://doi.org/10.1007/s10639-024-13034-x
• Kulo, V., & Cestone, C. (2023). A bibliometric analysis of the 100 most cited articles on problem-based learning in medical education. Medical Science Educator, 33, 1409–1426. https://doi.org/10.1007/s40670-023-01893-x
• Kulo, V., Cawley, J.F., Fleming, S., Gordes, K.L., Jun, H.J., & Kayingo, G. (2023). Physician assistant faculty perceptions regarding ongoing self-assessment and accreditation. Journal of Physician Assistant Education, 34(4), 271–277. https://doi.org/10.1097/JPA.0000000000000554

Are you a UMB faculty member who has published scholarly work in education?

Email us at LEAPS@umaryland.edu so that we can spotlight your efforts.

Journal Options to Publish Health Professions Education Articles

23 Questions to Guide the Writing of a Quantitative Medical Education Research Proposal

• Funding for Education Research, Programs and Training | Berkeley Research Development Office
• Stemmler Grants | NBME (opens annually in April) - The NBME Stemmler Grant Program supports the research and development of innovative assessment approaches with the potential to advance assessment in medical education.
• UMB Faculty Awards