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 #3. 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 #3 of the strategic plan.  A minimum of five grants will be awarded in 2019 for the 2019–2020 school year.  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. 

Applications are now being accepted for the
2020 Scholarship of Teaching and Learning Grant.

Submit Your Application

Deadline for submissions is January 7, 2020 at midnight pacific time.

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