The Essentials of the Scholarship of Teaching and Learning


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Presentation to the Quinnapiac Faculty Scholars, August 24, 2010

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  • Start with three assumptions that underlySoTL
  • NSSE = what, but need to know why
  • Honors complexity, context (the particulars) – make data and student work available for interpretation
  • Oriented towards creating “consumers” / respondents – fellow scholars of teaching and learning who aren’t in your discipline
  • The Essentials of the Scholarship of Teaching and Learning

    1. 1. Essentials of the Scholarship of Teaching and Learning<br />Darren Cambridge<br />Quinnipiac University<br />August 24, 2010<br />
    2. 2. Inquiry<br />Inquiry is at the heart of all scholarly activity <br />SoTL is not a separate activity from teaching but an integral part of doing it in a way that is both effective and continually improving <br />
    3. 3. Provisional Knowledge<br />Knowledge about student learning in complex, and situated<br />Therefore not the province of any single discipline or universally generalizable<br />
    4. 4. Educational Capital<br />“The progressive accumulation, in forms usable by educators, to validate experience and knowledge about successful educational ideas and strategies” - Ray Bachetti and Tom Ehrlich<br />Connecting up local knowledge about teaching and learning can reveal larger patterns and stimulate systematic innovation<br />
    5. 5. Inquiry into teaching needs to be something that everyone who teaches does<br />at differing levels of formality at different times<br />in a variety of disciplinary styles<br />shared and critique by a variety of means <br />
    6. 6. Shulman’s Definition of Scholarship<br />Public<br />Susceptible to critical review and evaluation<br />Accessible for exchange and use by other members of one's scholarly community <br />
    7. 7. CASTL Campus Program Definition<br />“Problem posing about an issue of teaching or learning, study of the problem through methods appropriate to the disciplinary epistemologies, applications of results to practice, communication of results, self-reflection, and peer review”<br />Customized by each campus team <br />
    8. 8.
    9. 9. Significance and error<br /> Understanding the exceptions in the classroom may tell teachers far more about the learning process than understanding the majority; teachers must be just as concerned with the 30 percent who do not change “significantly” as with the 70% who do.<br />—Patricia Cross and Mimi Steadman<br />
    10. 10. Going Into the Swamp<br /> The difficulty is that the problems of the high ground, however great their technical interest, are often relatively unimportant to clients of the larger society, while in the swamp of the problems of the greatest human concern. Shall the practitioner stay on the high, hard, ground where [he or she] can practice rigorously, as he understands rigor, but where [he or she] is constrained to deal with problems of relatively little social importance? Of shall [he or she] descend into the swamp where [he or she] can engage the most important and challenging problems if [he or she] is willing to forsake technical rigor? —Donald Schön<br />
    11. 11. SoTL vs. Reflective Practice<br />Scholarship means going public <br />However, there are multiple levels of publicness that may be appropriate for a given purpose <br />
    12. 12. Disciplinary styles<br />Current Trends<br />
    13. 13. Disciplinary Styles<br />
    14. 14. Expanding “learning”<br />Current Trends<br />
    15. 15. Evolution of the SOTL: New Questions and Partners <br />1990 Scholarship of Teaching <br />Late 90s Scholarship of Teaching &Learning<br />2008 Scholarship of Teaching & Learning<br />
    16. 16. Three curricula<br />Kathleen Yancey, Reflection in the Writing Classroom<br />
    17. 17. Expanding Participation<br />
    18. 18. Links with assessment<br />Current Trends<br />
    19. 19. Scholarship of Learning/Assessment<br />Faculty and students generate research questions about NSSE scores<br />Student led focus groups and interviews<br />Recommendations for curricular and programmatic reform <br />
    20. 20. Intermediaries, Protopublic and middle spaces<br />Current Trends<br />
    21. 21. Gradations of Going Public<br />
    22. 22. New Gradations of Publicness<br />Network<br />
    23. 23. Intermediaries, a category of knowledge builders, “can offer the stability, expert depth, and field-wide research to make assembling and circulating elements of educational capital a signal contribution to their constituents.<br /> —Ray Bachetti and Tom Ehrlich<br />
    24. 24. Middle Spaces as Intermediaries<br />
    25. 25. To be continued after lunch …<br />
    26. 26. Scholarship Assessed <br />Clear goals <br />Adequate preparation<br />Appropriate methods<br />Significant results<br />Effective presentation<br />Reflective critique <br />Rigor<br />Peer review<br />
    27. 27. Clear Goals<br />Audiences?<br />Communities of practice? (context) <br />
    28. 28. Everything else follows from audience and community <br />Clear goals <br />Adequate preparation<br />Appropriate methods<br />Significant results<br />Effective presentation<br />Reflective critique <br />Rigor<br />Peer review<br />
    29. 29. Everything contingent on impact of practice<br />
    30. 30. Innovations is dissemantion<br />
    31. 31. New Genres: The Course Portfolio<br />Knowledge Media Lab Gallery of Teaching and Learning<br />
    32. 32. New Genres: Course portfolios at San Francisco State<br />
    33. 33. New genres: Online “posters”<br />Visible Knowledge Project<br /><br />
    34. 34. Capstone Course Portfolio<br />Composed within a faculty learning community focused on the senior capstone experience<br />One context for more deliberate collaborative scholarship of teaching and learning<br />Working portfolio as a genre and wiki as a tool for collaborative scholarship of teaching and learning <br />
    35. 35. New forms of review: MERLOT<br /><br />
    36. 36. New forms of reuse: OpenEdPractices and CAMEL<br /><br />