Integrative Learning and Shared Responsibility for the Scholarship of Teaching and Learning
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Integrative Learning and Shared Responsibility for the Scholarship of Teaching and Learning

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Presentation at the International Society for the Scholarship of Teaching and Learning, November 11, 2006, Washington, DC

Presentation at the International Society for the Scholarship of Teaching and Learning, November 11, 2006, Washington, DC

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    Integrative Learning and Shared Responsibility for the Scholarship of Teaching and Learning Integrative Learning and Shared Responsibility for the Scholarship of Teaching and Learning Presentation Transcript

    • Integrative Learning and Shared Responsibility for the Scholarship of Teaching and Learning Darren Cambridge and Lesley Smith New Century College, George Mason University International Society for the Scholarship of Teaching and Learning November 11, 2006 Washington, DC
    • Overview
      • Framing questions about the scope of SoTL and our context
      • Two sites for collaborative SoTL and what we’re learning from them
        • An edited book about New Century College
        • A collaborative electronic working portfolio
      • Your experiences
    • SoTL: Starting Places
      • Boyer, Scholarship Reconsidered
        • Honoring individual teaching practice as scholarly work
        • An expanded, integrated vision of scholarship
      • Operational definition at this conference
        • Systematic investigation of the effectiveness of what one does in one’s classroom on student learning outcomes.
    • “Teaching” Expanded
      • Teaching may be taken to mean something broader than just what happens in individual classrooms
      • Teaching as the full process of facilitating learning over the course of a student’s college career
        • This is irreducibly a collaborative activity
        • The collaborative aspects of this activity need to be validated as scholarly as well
    • Guiding Questions
      • What are contexts and purposes for collaborative SoTL?
      • What genres and tools are most appropriate make the process of results “public”?
      • What barriers exist the inhibit collaborative SoTL?
    • Guiding Questions (2)
      • What is the appropriate relationship between the scholarship of teaching and learning and the scholarship of administration (Yancey)?
        • Who does it? To what extent is this work part of our teaching?
        • Broader than assessment: Not just measuring outcomes
        • More than curriculum development: Integrated with teaching and learning practice
    • New Century College
      • An overview
    • Collaborative Scholarship: Discovery and Loss
      • Lesley Smith
    • Group, Genre, Tool: Iterations of Collaborative SoTL
      • Darren Cambridge
    • Capstone Course Portfolio
      • Composed within a faculty learning community focused on the senior capstone experience
      • One context for more deliberate collaborative scholarship of teaching and learning
      • Working portfolio as a genre and wiki as a tool for collaborative scholarship of teaching and learning
    • Capstone
      • Required course for all New Century College students
      • Taught by individual faculty with little coordination
      • Context for beginning to compose a graduation portfolio that integrates each student’s learning career in terms of NCC competencies
      • But also thinking about the future, community conversations about what it means to be an educated person … ?
      • Faculty and students feel that the course has lots of potential but quality and focus varies widely
    • Capstone Faculty Learning Community
      • Core group of four faculty members teaching capstone this semester
        • Very different backgrounds, approaches
      • Also included past and future instructors and those interested in investigating the use of the portfolio and competencies
      • Bi-weekly meetings
      • Online working course portfolio
      • Integrated with day-to-day teaching practice
    • SoTL and Group Interaction
      • Collaborative SoTL must be extended to include the whole process of group interaction necessary for facilitating learning
      • NCC definition of group interaction
        • Create shared understanding and expectations
        • Understand and choose roles and tasks
        • Make decisions and track progress collaboratively
        • Negotiate consensus, compromise, and conflict
      • Can’t track progress until we know what progress means
      • Need to begin with an open, exploratory process
    • FLC: A First Iteration
      • Shared understanding and expectations
        • Understanding the diversity of goals and practices in how the course in actually taught
        • Making individual practice visible
      • Understand roles and tasks
        • What can we share with each other?
        • What can we contribute that builds on our individual strengths?
        • What should we create together to improve the course?
      • Negotiate consensus, conflict, and compromise
        • How much should we standardize?
        • How do we manage different desires for and comfort levels with change?
      • Make decisions and track progress collaboratively
        • Sharing reflections
        • Gathering student work to look at together
    • Qualities of Genre and Tool
      • Loosely structured, but rehearses a more formal genre
        • Capable of accommodating a wide range of types of contributions
      • Very easy to contribute to and modify
      • Accessible from anywhere, but only by the group
    • Working Portfolio
      • Working portfolio
        • A central place for collecting artifacts and reflections
        • A conversation piece
        • Primary audience is the author(s)
      • Presentation portfolio
        • Selection and arrangement for a particular audience
        • Most (collaborative) course portfolios are of this type
    • Wiki
      • Easy to add and edit pages
      • Easy to upload media
      • Tracks changes and keeps all versions
        • Meta-scholarship opportunity tracking the process
      • Spaces for discussion linked to documents
      • Can be open or gated
      • MediaWiki, hosted by SiteGround
    • Returning to Our Questions
      • What are contexts and purposes for collaborative SoTL?
      • What genres and tools are most appropriate make the process of results “public”?
      • What barriers exist the inhibit collaborative SoTL?
      • What is the appropriate relationship between the scholarship of teaching and learning and the scholarship of administration ?
        • Who does it?
        • To what extent is this work part of our teaching?
    • Learn More
      • Lesley Smith - [email_address]
      • Darren Cambridge - [email_address]
      • http://ncc.gmu.edu/