Week 10: Teaching as ResearchandSuccess in an Educational      The College ClassroomCareer March 13, 2013    with special ...
Today 2       1. Teaching as research (TAR)       2. Success in an Educational Career (Beth)       3. Final project: micro...
Categories of Educational Research 3       [1]           Theoretical research                                             ...
Improved Learning in a Large-Enrollment       Physics Class 4       Deslauriers, Schelew & Wieman (2011)        Weeks 1-1...
Improved Learning in a Large-Enrollment       Physics Class 5       Deslauriers, Schelew & Wieman (2011)       Table 1: Me...
Improved Learning in a Large-Enrollment       Physics Class 6       Deslauriers, Schelew & Wieman (2011)collegeclassroom.u...
What is the value of course-specific learning    goals?7    Simon & Taylor (2009)     3 classes (A = computer literacy Fa...
What is the value of course-specific learning       goals? 8       Simon & Taylor (2009)collegeclassroom.ucsd.edu   #tccucsd
Teaching as Research (TAR)      Scholarship of Teaching and Learning 9    (SoTL)      The improvement of teaching and lear...
Teaching as Research (TAR)       Scholarship of Teaching and Learning 10    (SoTL)       Teaching-as-Research        invol...
Think of a research question11        1. On a blank piece of paper, write down an              education research question...
Conceptual steps in the TAR process       are: 12       1. Learning foundational knowledge.                 What is known ...
Conceptual steps in the TAR process       are: 13       5. Developing and implementing teaching          practices within ...
Teaching as Research (TAR)       Scholarship of Teaching and Learning 14    (SoTL)        research done by the course ins...
15collegeclassroom.ucsd.edu   #tccucsd   (Petra – Road block by Magh on flickr C
Institutional Review Board (IRB) 16       Humans are involved in teaching-as-research.       Human subjects ethics approva...
Institutional Review Board (IRB) 17      irb.ucsd.edu      irb.ucsd.edu/Exemption_fact_sheet.pdf                          ...
Play it safe… 18        If you’re considering a teaching-as-research         project, consult with the Institution’s rese...
Success in an EducationalCareer
Education as PART of your 20       career        Academic at Primarily Undergraduate Institution         (PUI)           ...
Overview: Types of Institutions 21        Primarily Undergrad Institutions               3 courses per term            ...
TAR for me has been 22        Studies of pre-conceptions of computing         students        Studies of Peer Instructio...
Who funds TAR?23      NSF alone          TUES in Dept of Undergrad Education           (Transforming Undergraduate Educa...
Succeeding as an Educator: 24       Practicalities        Getting started (your first class)               Spend time ea...
Succeeding as an Educator: 25       Practicalities        Center for Teaching…        Get all lecture materials (includi...
Succeeding as an Educator: 26       Practicalities        When you start to get jaded/when you         colleague says, “S...
Succeeding as an Educator: 27       Practicalities        Reflective Teaching: Your promotion and         tenure file    ...
A plug: CWSEI – great 28       resources       Job?collegeclassroom.ucsd.edu   #tccucsd
Questions!!!! 29collegeclassroom.ucsd.edu   #tccucsd
Final Project:Microteaching Experience
Microteaching: Create a lesson 31       You’re NOT going to teach it. Instead, you’re going       to talk about it with yo...
Microteaching lesson 32       1.    learning outcomes       2.    pre-reading assignment       3.    pre-reading quiz     ...
After your microteaching 33       presentation…       1. You’ll be asked to complete a surveymonkey          survey that b...
References 34       1.    Lambert, M. (2012). A Beginners Guide to Doing Your Education             Research Project. Thou...
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The College Classroom Week 10 - Teaching as Research and Success in an Educational Career

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College Classroom Week 10
March 13, 2013

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The College Classroom Week 10 - Teaching as Research and Success in an Educational Career

  1. 1. Week 10: Teaching as ResearchandSuccess in an Educational The College ClassroomCareer March 13, 2013 with special guest Beth Simon, Ph.D. Computer Science and Engineering Director, Center for Teaching Development
  2. 2. Today 2 1. Teaching as research (TAR) 2. Success in an Educational Career (Beth) 3. Final project: microteachingcollegeclassroom.ucsd.edu #tccucsd
  3. 3. Categories of Educational Research 3 [1] Theoretical research Comparative Action or practitioner research Ethnography Case study Grounded theory Evaluative Experimental Cause and effect research Systematic review Exploratorycollegeclassroom.ucsd.edu #tccucsd
  4. 4. Improved Learning in a Large-Enrollment Physics Class 4 Deslauriers, Schelew & Wieman (2011)  Weeks 1-11: PPT lectures + summative clicker qs  Week 11: BEMA [3] concept test + CLASS [4] Control Section Experimental Section  Week 12: PPT lectures  Week 12: New + clickers as usual instructors use pre- reading, reading quizzes, clickers, worksh eets, feedback (no lecturing)  Weeks 13: both classes given access to Experimental section resources  Week 13: 12 question test (Experimental)collegeclassroom.ucsd.edu #tccucsd
  5. 5. Improved Learning in a Large-Enrollment Physics Class 5 Deslauriers, Schelew & Wieman (2011) Table 1: Measures of student perceptions, behaviors, and knowledge. Control Experimental Section Section *Average value of multiple measurements carried out in a 2-week interval before the experiment. Engagement also varies over location in the classroom; numbers given are spatial and temporal averages.collegeclassroom.ucsd.edu #tccucsd
  6. 6. Improved Learning in a Large-Enrollment Physics Class 6 Deslauriers, Schelew & Wieman (2011)collegeclassroom.ucsd.edu #tccucsd
  7. 7. What is the value of course-specific learning goals?7 Simon & Taylor (2009)  3 classes (A = computer literacy Fa07, B = computer literacy Sp08, C = microbiology Sp08)  Last week of course (Wk 13): students asked to complete up to five copies of, “For me, the use A B is .” of learning goals in this course C . . total Comments 225 252 120 597 Students 59 76 51 186  Comments put into categories using content- (Evaluative) analysis based codingcollegeclassroom.ucsd.edu #tccucsd
  8. 8. What is the value of course-specific learning goals? 8 Simon & Taylor (2009)collegeclassroom.ucsd.edu #tccucsd
  9. 9. Teaching as Research (TAR) Scholarship of Teaching and Learning 9 (SoTL) The improvement of teaching and learning is a dynamic and ongoing process, just as is research in any discipline. At the core of improving teaching and learning is the need to accurately determine what students have learned as a result of teaching practices. This is a research problem, to which instructors can effectively apply their research skills and ways of knowing. In so doing, instructors themselves become the agents for change in teaching and learning. CIRTL Network [6] Note: In its original form,collegeclassroom.ucsd.edu #tccucsd this passage described TAR in
  10. 10. Teaching as Research (TAR) Scholarship of Teaching and Learning 10 (SoTL) Teaching-as-Research involves the deliberate, systematic, and reflective use of research methods to develop and implement teaching practices that advance the learning experiences and outcomes of students and teachers. Participants in teaching-as-research apply a research approach to their teaching practice. CIRTL Network [6]collegeclassroom.ucsd.edu #tccucsd
  11. 11. Think of a research question11 1. On a blank piece of paper, write down an education research question in your discipline (that is, something you’d like to figure out if you had the time and resources). Don’t put your name on it. 2. Crumple it up and throw it. 3. Find somebody else’s snowball and read it. 4. Raise your hand if the question you’re reading could have “Yes” or “No” for an answer. 5. Think about the topic of your Ph.D. 6. Raise your hand if it has (had) “Yes” or “No” for an answer.collegeclassroom.ucsd.edu #tccucsd
  12. 12. Conceptual steps in the TAR process are: 12 1. Learning foundational knowledge. What is known about the teaching practice? 2. Creating objectives for student learning. What do we want students to learn? 3. Developing an hypothesis for practices to achieve the learning objectives. How can we help students succeed with the learning objectives? 4. Defining measures of success. What evidence will we need to determine whether students have achieved learning objectives?collegeclassroom.ucsd.edu #tccucsd
  13. 13. Conceptual steps in the TAR process are: 13 5. Developing and implementing teaching practices within an experimental design. What will we do in and out of the classroom to enable students to achieve learning objectives? 6. Collecting and analyzing data. How will we collect and analyze information to determine what students have learned? 7. Reflecting, evaluating, and iterating. How will we use what we have learned to improve our teaching? CIRTL Network [6]collegeclassroom.ucsd.edu #tccucsd
  14. 14. Teaching as Research (TAR) Scholarship of Teaching and Learning 14 (SoTL)  research done by the course instructor about the teaching and learning occurring in the course he/she has taught, is teaching, will teach  can be every bit as rigorous as research done in the lab, archives, library, field  can be published in peer-reviewed journalscollegeclassroom.ucsd.edu #tccucsd
  15. 15. 15collegeclassroom.ucsd.edu #tccucsd (Petra – Road block by Magh on flickr C
  16. 16. Institutional Review Board (IRB) 16 Humans are involved in teaching-as-research. Human subjects ethics approval from the IRB may be required. collect gender, ethnic, analyze students’ test answers socioeconomic data students’ other classes, majors video of yourself video with identifiable (no students visible) features of students survey concept test protection of privacy monkey pre- and post- middle of term survey (eg, keep quit start KQS)collegeclassroom.ucsd.edu #tccucsd
  17. 17. Institutional Review Board (IRB) 17 irb.ucsd.edu irb.ucsd.edu/Exemption_fact_sheet.pdf www.hhs.gov/ohrp/policy/checklists/decisioncharts.htmlcollegeclassroom.ucsd.edu #tccucsd
  18. 18. Play it safe… 18  If you’re considering a teaching-as-research project, consult with the Institution’s research ethics people.  Inform your Dept Chair but don’t proceed only on his/her ethics approval – likely untrained in human-subjects research ethics  Think carefully about an experiment that puts any student(s) at a disadvantage – if it’s known an instructional strategy works, you can’t (ethically) remove that strategy from your instruction.collegeclassroom.ucsd.edu #tccucsd
  19. 19. Success in an EducationalCareer
  20. 20. Education as PART of your 20 career  Academic at Primarily Undergraduate Institution (PUI)  What if I want to do research in “education” in my field  What is needed/valued for promotion at PUIs  Grants in DBER (discipline-based education research)  Academic at (more) R1-type institutions  Can I afford to “do well” at teaching  Broader Impact in research grantscollegeclassroom.ucsd.edu #tccucsd
  21. 21. Overview: Types of Institutions 21  Primarily Undergrad Institutions  3 courses per term  Variety of courses  Hired to replace someone else  Research REQUIRED – how will you involve undergrads?  More research-focused institutions  1 course per term?  Teaching well a “plus” (not enough to overcome not meeting research expectations)  AAU and PCAST initiativescollegeclassroom.ucsd.edu #tccucsd
  22. 22. TAR for me has been 22  Studies of pre-conceptions of computing students  Studies of Peer Instruction and student learning, retention, experience  Studies of assessments/exams  Studies of new software developers in industry  Studies of debugging  Studies of educational technology (Tablet PCs – Ubiquitous Presenter)collegeclassroom.ucsd.edu #tccucsd
  23. 23. Who funds TAR?23  NSF alone  TUES in Dept of Undergrad Education (Transforming Undergraduate Education in STEM)  Get advice before you write your first one  Go to a workshop on how to review NSF proposals  NSF and NIH as “broader impact”  Go to a workshop on how to review NSF proposals  Ask your Center for Teaching for help on the BI component  Ask on CIRTL alum network  Partner with someone active in DBER at a PUI (fellow grad, local institution)collegeclassroom.ucsd.edu #tccucsd
  24. 24. Succeeding as an Educator: 24 Practicalities  Getting started (your first class)  Spend time early – reap benefits  Don’t: “I’ll START with lecture, then switch”  You won’t (who has time to invest twice)  Better to make mistakes early (show improvement!)  Literature supports you! (see AAU and PCAST reports later)collegeclassroom.ucsd.edu #tccucsd
  25. 25. Succeeding as an Educator: 25 Practicalities  Center for Teaching…  Get all lecture materials (including exams) from someone at YOUR institution  Faculty Learning Communities  Commitment to year-long project  Build connections – do this early – year 1!  (saves immense amount of work and stress)  New Physics and Astronomy Workshop (your dept chair applies for you)  Both R1 and PUI… Know any others?collegeclassroom.ucsd.edu #tccucsd
  26. 26. Succeeding as an Educator: 26 Practicalities  When you start to get jaded/when you colleague says, “Students these days…”  So did Plato…  But society seems to have improved…  Students don’t learn the way they used to…  Learning Styles: Debunked  See: CWSEI pagecollegeclassroom.ucsd.edu #tccucsd
  27. 27. Succeeding as an Educator: 27 Practicalities  Reflective Teaching: Your promotion and tenure file  Teaching Philosophy… but practical  Review of courses you have taught  Identify what you did (provide examples)  Identify/document impacts  Identify what worked  Identify SOMETHING to improve (we aren’t perfect until we’re dead)collegeclassroom.ucsd.edu #tccucsd
  28. 28. A plug: CWSEI – great 28 resources Job?collegeclassroom.ucsd.edu #tccucsd
  29. 29. Questions!!!! 29collegeclassroom.ucsd.edu #tccucsd
  30. 30. Final Project:Microteaching Experience
  31. 31. Microteaching: Create a lesson 31 You’re NOT going to teach it. Instead, you’re going to talk about it with your colleagues. Why?  teaching is only 1 part of a complete lesson: planning, writing, before class, teaching, after class,…  I don’t want you “spend hours perfecting the visuals [while] the content is very weak” (from Week 5: Assessment)  feedback on entire lesson plan  practice talking about teaching with colleaguescollegeclassroom.ucsd.edu #tccucsd
  32. 32. Microteaching lesson 32 1. learning outcomes 2. pre-reading assignment 3. pre-reading quiz 4. lesson outline 5. suggestions for assessment Between March 18 –22, we’ll meet in small groups and you’ll talk for 10 minutes about your lesson. Check the College Classroom blog for all the details of what to include and to schedule your presentation.collegeclassroom.ucsd.edu #tccucsd
  33. 33. After your microteaching 33 presentation… 1. You’ll be asked to complete a surveymonkey survey that both gives us feedback about TCC and assesses (roughly) your grasp of the content. 2. When that’s complete, you’ll receive a Certificate of Completion with a description of the course you can put in your CV, teaching statement, etc. See you March 18 – 22.collegeclassroom.ucsd.edu #tccucsd
  34. 34. References 34 1. Lambert, M. (2012). A Beginners Guide to Doing Your Education Research Project. Thousand Oaks, CA: SAGE Publications Inc. via Tomorrow’s Professor cgi.stanford.edu/~dept- ctl/tomprof/posting.php?ID=1233 2. Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved Learning in a Large-Enrollment Physics Class. Science, 332, 603, 862-864. DOI: 10.1126/science.1201783 3. Ding, L., Chabay, R., Sherwood, B., & Beichner, R. (2006). Evaluating an electricity and magnetism assessment tool: Brief electricity and magnetism assessment (BEMA). Phys. Rev. ST Phys. Educ. Res. 2, 010105. 4. Adams, W.K., Perkins, K.K., Podolefsky, N.S., Dubson, M., Finkels tein, N.D., & Wieman, C.E. (2006) A new instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey (CLASS). Phys. Rev. ST Phys. Educ. Res. 2, 010101. 5. Simon, B., & Taylor, J. (2009). What is the Value of Course- Specific Learning Goals? Journal of College Science Teaching, 39, 2, 52-57.collegeclassroom.ucsd.edu #tccucsd

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