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Scholarship of Teaching and Learning Workshop

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Slides from a workshop on the Scholarship of Teaching and Learning at Lakehead University in November 2019. They include an introduction to SoTL and information/activities on getting started with a research question and thinking about which data one might collect to fit that question.

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Scholarship of Teaching and Learning Workshop

  1. 1. Scholarship of Teaching & Learning Workshop Christina Hendricks University of British Columbia, Vancouver Lakehead University, November 2019
  2. 2. Agenda □ What is SoTL? □ Getting started with SoTL ■ Defining a question (activity) ■ Identifying evidence (activity) ■ Other considerations Slides & worksheets: is.gd/sotlworkshop2019 2
  3. 3. 1. What is SoTL? 3
  4. 4. A definition of SoTL The “systematic study of teaching and learning and the public sharing and review of such work through live or virtual presentations, performances, or publications” (McKinney 2006, p. 39). 4
  5. 5. At the intersection 5 Researc h Discipline Teaching practice SoTL
  6. 6. SoTL & Scholarly Teaching 6 Using teaching methods that support student learning Grounding teaching in scholarly research on T&L (consumption) Creation & dissemination of scholarly work on T&L (production) Effective Teaching Scholarly Teaching SoTL
  7. 7. Dimensions of teaching practice 7 (Kern et al., 2015)
  8. 8. Developing a teaching commons through SoTL “Moving teaching from a mostly private enterprise … to teaching as ‘community property,’ which is documented, shared, and built upon,” for the sake of ongoing improvement. (Huber & Hutchings, 2005, p. 19) 8
  9. 9. 2. Getting started: Defining a question 9
  10. 10. SoTL process 10 Define questions Identify evidence Create a detailed plan Prepare and pilot Collect data and analyze Disseminate Apply to teaching
  11. 11. Some types of SoTL questions □ What works? ■ Seek evidence of the relative effectiveness of particular teaching approaches (evaluative) □ What/how is…? ■ Seek to describe, but not evaluate, a phenomenon observed in the classroom or the consequences of particular teaching approaches (descriptive, exploratory) □ Theory building ■ Seek to build theoretical frameworks Hutchings, “Introduction” in Hutchings (2000) 11
  12. 12. Factors in defining questions Practice: What want to evaluate? 12 Define questions Identify evidence Create a detailed plan Prepare and pilot Collect data and analyze Lit review: What have others said? Impact: What effect hope to achieve? Context: Where does it take place?
  13. 13. Research question templates □ What/how is …? ■ What are the factors that influence _something_ in the context of _context_? ■ How does _something_ look in the context of _context_? □ What works? ■ What is the impact of _practice_ on _area of impact_ in the context of _context_? 13
  14. 14. Examples: What/how is..? □ How do the students in a 100 level philosophy course at [institution] approach reading a philosophy text? How does that differ from the approach of professional philosophers reading the same text? □ What factors influence the decision of students at [institution] to major in computer science or not, and is there a difference based on gender? 14
  15. 15. Examples: What works? □ What is the impact of pre-lecture videos on students’ understanding of concepts in research methods in a 100-level Sociology class at a large, public university? □ What is the impact of a “productive failure” method of instruction vs a traditional active learning method on student performance on exams in a large enrollment, first year, cell biology course at a large, public university? 15
  16. 16. Activity 1: Research questions Practice □ What ignites your curiosity about your teaching? Is there a particular problem you’d like to address? □ What area of your teaching will you focus on? What practice might you try? 16 Impact □ What effect do you hope to achieve? □ What impact might the practice have that you could measure? Context □ In what context do the practice and desired impact take place? is.gd/sotlworkshop_nov2019
  17. 17. 3. Getting started: Identifying evidence 17
  18. 18. Next step: evidence 18 Define questions Identify evidence Create a detailed plan Prepare and pilot Collect data and analyze
  19. 19. Example 19 Research question What do you want to evaluate? How will you evaluate? What is the impact of pre- class videos on students’ knowledge? Conceptual understanding Students’ confidence Concept inventories, reflective writing Surveys, interviews A Compendium of Data Sources for Use in SOTL-Based Inquiries –Doug Hamilton, Royal Roads University
  20. 20. Disciplinary approaches (Philosophy) Fairness — in grading (Close, 2009); in two-stage exams (Chan, in process) Think-alouds — how are students thinking as they read? (Bloch- Schulman, 2016) 20
  21. 21. Mixed methods Qualitative Quantitative Rich data, small N Limited data, large N People image from pixabay.com, used according to pixabay license 21
  22. 22. Activity 2: evidence What will you be evaluating? How will you do so? 22
  23. 23. 4. Other considerations 23
  24. 24. Think about: □ “It’s interesting” ≠ good SoTL research question □ “I understand” ≠ participants understand ■ Importance of doing pilot □ Timing & integration of data collection into (or outside of) course 24
  25. 25. Ethics & Equity □ Ethics: informed consent, fairness, power relationships, confidentiality, data security, etc. ■ Taylor Institute Guide to ethics & SoTL □ Equity & inclusion in data collection ■ UBC Guide on collecting demographic info ■ UBC Guide on asking about gender 25
  26. 26. Thank you! Christina Hendricks christina.hendricks@ubc.ca @clhendricksbc (Twitter) Slides & Worksheets: is.gd/sotlworkshop2019 Except where noted otherwise, these slides are licensed CC BY-SA 4.0 26
  27. 27. Credits Special thanks to the people who made and released these awesome resources: □ Presentation template by SlidesCarnival □ Icons purchased with a subscription to The Noun Project □ Slides 5, 10-13, 18-19, 21 & 24 are adapted from slides created by the Institute for the Scholarship of Teaching and Learning at University of British Columbia, Vancouver. 27
  28. 28. Free templates for all your presentation needs Ready to use, professional and customizable 100% free for personal or commercial use Blow your audience away with attractive visuals For PowerPoint and Google Slides 28

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