Scholarship of Teaching and Learning (SOTL) Grant

AACP Resource

The Scholarship of Teaching and Learning Grants (SOTL) sponsored by the American Association of Colleges of Pharmacy (AACP) and the American Foundation for Pharmaceutical Education (AFPE), provide research funding for active members of AACP who are engaging in educational research. Each grant of up to $4000 maximum (no overhead allowed) will be awarded in July to be used the following school year. The scholarship of teaching and learning (SoTL) is a foundation of AACP's Strategic Priority #2. It is important to the future of the academy that faculty are engaged and creating new knowledge in this area in order to further advance the discipline of teaching and learning. The proposal must address an issue of Priority #2 of the strategic plan. Instructions for completing the application and a Frequently asked question document are provided below.  

A principal investigator must be an active member of AACP (faculty or staff). In an effort to encourage interprofessional collaboration, AACP membership is not required for co-investigators included on SOTL grants.

This award is subject to the AACP Research Misconduct Policy.

No longer accepting submissions for 2024 Grants.  The submission site will open in the fall for 2025 grant applications with a deadline in early January.

2024 Scholarship of Teaching and Learning Grant Recipients

  • Bernadette Cornelison, University of Arizona, Bridging the Gap Between the Classroom and the Real-World Using Interactive Videos
  • Alexander Infante, University of Illinois at Chicago, Evaluating the Impact of Co-Curriculum on Pharmacy Student Professional Identity
  • Edward Ofori, Ohio Northern University, Investigating the Impact of Kahoot! Games in Pharmacy Education
  • Heidi Olson, University of Illinois at Chicago, Educational and Personal Influences and Barriers to Practicing Rural Pharmacy
  • Nicholas Schwier, Binghamton University-SUNY, Preceptor Perceptions of Overachieving and High-Achieving Pharmacy Student Behaviors
  • Allana Sucher, Regis University, Impact of Strengths-Based Teams on Student Outcomes in Team-Based Learning Courses

2023 Scholarship of Teaching and Learning Grant Recipients

Click on grant recipient's name to view their submission narrative.

  • Jennifer Adams, Idaho State University, What do Legislators Want? Identifying Best Strategies to Teach Pharmacy Advocacy
  • Nicholas Denton, The Ohio State University, Reducing Pharmacists' Opioid Use Misconceptions with Sickle Cell Patient Testimonials 
  • Tara Driscoll, University of Illinois at Chicago, Impact of Transformative Learning Reflection on Professional Identity Formation
  • Karen Fiano, Nova Southeastern University, Evaluation of an Intentional Interprofessional Education Activity During APPEs
  • Nicholas Fusco, University at Buffalo, The State University of New York, Preparing Health Professions Students to Address Misinformation and Vaccine Hesitancy
  • Kimberly Garza, Auburn University, Incorporation of Virtual Reality into the Curriculum to Promote Empathy for Patients
  • Kyle Wilby, Dalhousie University, Evaluation of a Core, Integrated, and Longitudinal Curriculum for LGBTQIA+ Health
  • Ashley Yarabinec, University of Pittsburgh, Enhancing Cultural Humility through a Longitudinal APPE Exchange Program 

2023 Grant Recipients Online Access

2022 Scholarship of Teaching and Learning Grant Recipients

  • Courtney Bradley, High Point University, Communication in Employee Management: Assessment Rubric Development and Validation
  • Bernadette D'Souza, Samford University, Associating Student Learning and Metacognition with Performance in Calculations
  • Natalie Kennie-Kaulbach, Dalhousie University, Preceptor Contribution to Supporting Pharmacy Student Professional Identity Formation
  • Lena McDowell, Auburn University, Optimizing IPPE Readiness Through Near-Peer Personal Insight and Reflection
  • Sharon Park, Notre Dame of Maryland University, Perceptions and opportunities for improving remediation policies and procedures
  • Philip Rodgers, University of North Carolina at Chapel Hill, Use of an observer-based assessment measuring individual interprofessional competency
  • Bethany Sibbitt, Cedarville University, Evaluation of IPE training in a school of pharmacy curriculum/co-curriculum

2022 Grant Recipients Online Access

2021 Scholarship of Teaching and Learning Grant Recipients

  • Rebecca Andersen, Shenandoah University Bernard J. Dunn School of Pharmacy, Implementation and Assessment of Modified SNAPPS in Experiential Education
  • Katie L. Axford, Ferris State University College of Pharmacy, SOARing to Success: Enhancing Social and Emotional Learning for Student Goal Attainment
  • Sharon E. Connor, University of Pittsburgh, Engaging Student Pharmacists in Social Determinants of Health through Photovoice
  • Cortney M. Mospan, Wingate University, What do legislators want? Identifying Best Strategies to Teach Pharmacy Advocacy
  • Christina H. Sherrill, High Point University, Hands-on Virtual Continuous Glucose Monitoring Education for Students and Preceptors
  • Osama A. Shoair, The University of Texas at Tyler, Comparison of Students’ Performance Using Online vs. Face-to-Face Team-Based Learning
  • Sarah E. Vordenberg, University of Michigan, Medication Decision Algorithms to Support Personalized Student Learning

2021 Grant Recipients Online Access

2020 Scholarship of Teaching and Learning Grant Recipients

  • Kathleen Adams, University of Connecticut School of Pharmacy, Creating an Inclusive Climate Within Pharmacy Practice
  • Andrew Darley, University of Georgia College of Pharmacy, Preceptor Perspectives on EPA-Based Assessment: A Multi-School Study
  • Farid Khalafalla, California Health Sciences University College of Pharmacy, Interprofessional Dietary Coaching for Healthy Hearts in Underserved Communities
  • Amy M. Pick, University of Nebraska Medical Center, Use of Journey Mapping and Design Think Practices to Assess Professional Development
  • Denise Rhoney, UNC Eshelman School of Pharmacy, Feedback for Clinical Reasoning: Closing the Gaps to Improve Efficiency and Quality
  • Holly Robison, Manchester University, Assessing the Use of Emotional Intelligence Training to Teach CAPE Outcomes
  • Amy Yanicak, Albany College of Pharmacy and Health Sciences, Impact of Interprofessional Simulations on Performance in an Emergency Response

2019 Scholarship of Teaching and Learning Grant Recipients

  • Albert Bach, Chapman University, Comparison of Peers Versus Actors as Standardized Patients on OSCE Performance
  • Leanne Coyne, University of Texas at Tyler, Learning the Autonomic Nervous System in Virtual Reality: A Pilot Study
  • Radhika Devraj, Southern Illinois University Edwardsville, Evaluation of a Serious Game Prototype to Improve Learning Outcomes
  • Casey Gallimore, University of Wisconsin, Applying a Learning Framework to Foster Interprofessional Learner Self-Efficacy
  • Catherine Hobart, Larkin University, Time Is Ticking… We Must Figure It Out. Mid-Course Concept Reinforcement via Murder Mystery
  • Katie F. Leslie, Sullivan University College of Pharmacy and Health Sciences, Evaluation of an Interprofessional Academic-Practice Partnership in End of Life Care
  • Jacqueline McLaughlin, UNC Eshelman School of Pharmacy, Making Expert Thinking Visible: Cognitive Apprenticeship in Pharmacy Education
  • Andrea Porter, University of Wisconsin - Madison, Multi-school Simulation to Improve Student Skills Providing Remote Pharmacy Services
  • Allison E, Schriever, University of Illinois at Chicago College of Pharmacy, Rockford Campus, Reactions, Attitudes, and Perceptions of Multidisciplinary Teams During IPE Outreach
  • Susan E. Smith, University of Georgia, Influence of Personality Traits on PharmD Student Success with ACLS
  • Kayla Stover, University of Mississippi, A simulated rounding experience to enhance introductory pharmacy practice experiences
  • Julie Truong, Keck Graduate Institute School of Pharmacy and Health Sciences, Impact of Mental Health PharmD Training in a Pharm.D. Curriculum

2018 Scholarship of Teaching and Learning Grant Recipients

  • Courtney L. Bradley, High Point University, Equipping Student Pharmacists to Thrive on Patient Centered Teams
  • Kyle J. Burghardt, Wayne State University, Effects of Hands-On Personalized Genetic Testing in Pharmacogenetics Education
  • Monique L Mounce, Notre Dame of Maryland University, Utilization of an emotional intelligence workshop to enhance student's self-awareness
  • James Nawarskas, University of New Mexico, Standardized Patient Assessment of Communications in Pharmacy and Medical Students
  • Lydia C. Newsom, Mercer University, Script Concordance Testing to Assess Clinical Reasoning within a Pharmacy Curriculum
  • Jonathan Newsome, University of Texas at Tyler, Virtual versus Paper-Based Cases to Reinforce the Pharmacists’ Patient Care Process
  • Kristen Pate, The University of Mississippi, Use of adaptive learning technology in a Pharmacists’ Patient Care Process course
  • Adam Persky, University of North Carolina at Chapel Hill, Use of worked examples and problem solving to teach clinical note writing
  • Andrew Straw, Cedarville University, Effect of peer instruction pedagogy on concept mastery across the pharmacy curriculum
  • Catherine White, University of Georgia, Logic Puzzles/Activities as a Predictor of Success in the PharmD Program