CLASS 2
SCHOLARLY TEACHING
AND THE SCHOLARSHIP
OF TEACHING
Designing a Research
Question
February 10, 2014
Agenda

Pam Knapp,
PhD Professor,
Anatomy and
Neurobiology and
former chair, School
of Medicine
Promotion and
Tenure Commi...
How do you distinguish between scholarly
teaching and the scholarship of teaching?

Purpose of
scholarly
teaching is to
ha...
How do you know if a work is scholarly?
Requires a high level of disciplinary expertise
Charts new territory or is innovat...
Does the scholar
critically evaluate
the work in a
manner that will
improve it?

Are the goals of
the research
articulated...
Steps in the SoTL Process
Generate the research question
Design the study
Collect the data
Analyze the data

Present ...
Transform your
hunches and
ideas about
teaching and
learning into
research
questions that
can be
answered
empirically.
Bra...
What does it take to come up with
a good research question?
Time
Thoughtful analysis of your own

interests and practica...
Explore Possible Avenues for Publication
International Journal of Teaching and
Learning in Higher Education
http://www.ise...
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Class 2 feb 10, 2014

  1. 1. CLASS 2 SCHOLARLY TEACHING AND THE SCHOLARSHIP OF TEACHING Designing a Research Question February 10, 2014
  2. 2. Agenda Pam Knapp, PhD Professor, Anatomy and Neurobiology and former chair, School of Medicine Promotion and Tenure Committee Developing a preliminary plan for a study in medical education: What interests you? The Conference on Higher Education Pedagogy Roy Sabo and Fidelma Rigby Fine-tuning a research question
  3. 3. How do you distinguish between scholarly teaching and the scholarship of teaching? Purpose of scholarly teaching is to have an impact on teaching and learning SoTL results in formal, peerreviewed work that becomes part of the larger knowledge base on teaching and learning Wiman & Richlin (2007)
  4. 4. How do you know if a work is scholarly? Requires a high level of disciplinary expertise Charts new territory or is innovative Provides enough detail to be replicated Provides documentation of what was done and what was found Can be peer-reviewed Can be judged as being significant or impacting the discipline
  5. 5. Does the scholar critically evaluate the work in a manner that will improve it? Are the goals of the research articulated, and are they clear? Is there a demonstrable understanding of the literature? Do the results make a significant contribution to the literature? Does the scholar possess the skills to conduct the research? Are the methods appropriate to the goals, and the research question? Glassick et al., 1997)
  6. 6. Steps in the SoTL Process Generate the research question Design the study Collect the data Analyze the data Present and publish your work
  7. 7. Transform your hunches and ideas about teaching and learning into research questions that can be answered empirically. Brainstorm as many ideas as you can consider in 5 minutes
  8. 8. What does it take to come up with a good research question? Time Thoughtful analysis of your own interests and practical constraints A thorough review of the literature (in multiple disciplines) Feedback from trusted colleagues
  9. 9. Explore Possible Avenues for Publication International Journal of Teaching and Learning in Higher Education http://www.isetl.org/ijtlhe/ International Journal for the Scholarship of Teaching and Learning http://digitalcommons.georgiasouthern.edu /ij-sotl/
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