Members are emerging and established scholars (faculty and staff) at the University of Minnesota College of Pharmacy with active projects and defined areas of inquiry within the scholarship teaching and learning.
Professor, Pharmaceutical Care & Health Systems
Areas of expertise in education related innovation and scholarship: I am an active SOTL advocate, encouraging all pharmacy faculty to systematically observe the effects of innovations and to consider dissemination of key findings. I regularly partner with teams of faculty to help in the development of an evaluation plan for new teaching and learning initiatives. In my own work, I am particularly interested in innovative forms of student learning assessment and advancing curricular-level assessments. A good portion of my scholarship is related to methods for Student Leadership Development (SLD) and SLD-related assessments.
Associate Professor, Pharmaceutical Care & Health Systems
Areas of expertise in education related innovation and scholarship: Educational Design and Research, specifically in the theoretical areas of situated cognition, reflective learning, collaborative learning, and self-determination. I have extensive mixed-methods experience and a focus on the qualitative analysis approach of content and discourse analysis.
Associate Professor, Pharmacy Practice and Pharmaceutical Sciences
Areas of expertise in education related innovation and scholarship: Pharmaceutical Care Practice; Patient Care Process; Medication Experience; Interprofessional Education
Gardner Lepp, Ph.D.
Adjunct Associate Professor and Education Specialist
Areas of expertise in education related innovation and scholarship: My primary interest lies in understanding which factors contribute to the most efficient, effective educational opportunities, particularly in non-traditional learning environments -- extra-curricular, co-curricular, experiential settings, etc. -- because these settings can offer personalized and transformative learning experiences. Other areas of scholarly interest include identity formation and faculty teaching development.