The College Classroom Week 10: Teaching as Research


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The College Classroom
Peter Newbury
Fall 2013

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The College Classroom Week 10: Teaching as Research

  1. 1. Week 10: Teaching as Research and Success in an Educational Career The College Classroom December 4 and 6, 2013 with special guests Beth Simon, Ph.D. LSOE, Computer Science and Engineering Sr Associate Director for Learning Sciences and Technology, Center for Teaching Development Valerie Ramey, Ph.D. Professor, Economics
  2. 2. Today 2 1. Teaching as research (TAR) 2. Success in an Educational Career (Beth) 3. Final project: microteaching #tccucsd
  3. 3. Categories of Educational Research [1] 3 Theoretical research Comparative Action or practitioner research Ethnography Evaluative Case study Experimental Grounded theory 'Cause and effect' research Systematic review #tccucsd Exploratory
  4. 4. Your posts: Education research in 4 • • • • • • • • • • • • • • philosophy organic chemistry economics of education sociology in med school engineering sociology of teaching biochemistry chemistry moocs educational psychology entrepreneurship anthropology MOOCS in higher ed engineering human geography #tccucsd • • • • • • • • • • • • • oceanography applied ethics neuroscience science self-efficacy chemistry MOOCs history biology anthropology sociology chemistry genetics and more…
  5. 5. Improved Learning in a Large-Enrollment Physics Class Deslauriers, Schelew & Wieman (2011) 5  Weeks 1-11: PPT lectures + summative clicker qs  Week 11: BEMA [3] concept test + CLASS [4] Control Section  Week 12: PPT lectures + clickers as usual Experimental Section  Week 12: New instructors use pre-reading, reading quizzes, clickers, worksheets, instructor feedback  Weeks 13: both classes given access to Experimental section resources  Week 13: 12 question test (Experimental) #tccucsd
  6. 6. Improved Learning in a Large-Enrollment Physics Class Deslauriers, Schelew & Wieman (2011) 6 Table 1: Measures of student perceptions, behaviors, and knowledge. Control Section Experimental 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. #tccucsd
  7. 7. Improved Learning in a Large-Enrollment Physics Class Deslauriers, Schelew & Wieman (2011) 7 #tccucsd
  8. 8. What is the value of course-specific learning goals? Simon & Taylor (2009) 8  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 of learning goals in this course is . . .” Comments A 225 B 252 C 120 total 597 Students 59 76 51 186  Comments put into categories using content-analysis based coding (Evaluative) #tccucsd
  9. 9. What is the value of course-specific learning goals? Simon & Taylor (2009) 9 #tccucsd
  10. 10. Teaching as Research (TAR) Scholarship of Teaching and Learning (SoTL) 10 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. CIRTL Network [6] In its original form, this passage refers to “STEM instructors” but it applies to all disciplines, not just science, tech, engineering and math. #tccucsd
  11. 11. Teaching as Research (TAR) Scholarship of Teaching and Learning (SoTL) 11 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] #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? #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 learned to improve our teaching? 8. Sharing the results. How can we inform the community of our findings? #tccucsd CIRTL Network [6]
  14. 14. Design a TAR project (in 10 minutes) 14 1. One person at your table, pick a discipline and a question to explore 2. Everyone together, sketch/draft/outline a research project to explore that question.  use the whiteboard to summarize the project  be prepared to share your project #tccucsd
  15. 15. 15 #tccucsd (Image: Petra – Road block by Magh on flickr CC)
  16. 16. Institutional Review Board (IRB) 16 Humans are involved in teaching-as-research. Human subjects ethics approval from the IRB may be required. analyze students’ test answers video of yourself (no students visible) students’ other classes, majors concept test pre- and postmiddle of term survey (eg, keep quit start KQS) #tccucsd survey monkey collect gender, ethnic, socioeconomic data video with identifiable features of students protection of privacy
  17. 17. Institutional Review Board (IRB) 17 #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 Department Chair but don’t proceed only on his/her 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. Summer Graduate Teaching Scholars will have an opportunity to perform teaching-as-research in their Summer Session courses. #tccucsd
  19. 19. Success in an Educational Career
  20. 20. Education as PART of your career 20  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 grants #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 initiatives #tccucsd
  22. 22. TAR for Beth 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) #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) #tccucsd
  24. 24. Succeeding as an Educator: Practicalities 24  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) #tccucsd
  25. 25. Succeeding as an Educator: Practicalities 25  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… #tccucsd Know any others?
  26. 26. Succeeding as an Educator: Practicalities 26  When you start to get jaded/when your 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 excellent review of learning styles vs “multiple intelligences” at #tccucsd
  27. 27. Succeeding as an Educator: Practicalities 27  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) #tccucsd
  28. 28. Questions!!!! 28 #tccucsd
  29. 29. Final Project: Microteaching Experience
  30. 30. Microteaching: Create a lesson 30 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 colleagues #tccucsd
  31. 31. Microteaching lesson 31 1. 2. 3. 4. 5. learning outcomes pre-reading assignment pre-reading quiz lesson outline suggestions for assessment Between December 9 -13, 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. #tccucsd
  32. 32. After your microteaching presentation… 32 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 Participation with a description of the course you can put in your CV, teaching statement, etc. #tccucsd
  33. 33. References 33 1. 2. 3. 4. 5. 6. Lambert, M. (2012). A Beginner's Guide to Doing Your Education Research Project. Thousand Oaks, CA: SAGE Publications Inc. via Tomorrow’s Professor 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 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. Adams, W.K., Perkins, K.K., Podolefsky, N.S., Dubson, M., Finkelstein, 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. Simon, B., & Taylor, J. (2009). What is the Value of Course-Specific Learning Goals? Journal of College Science Teaching, 39, 2, 52-57. Center for the Integration of Research, Teaching and Learning (2010) Teaching as Research. #tccucsd