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Class 2 so tl overview con't and generating a research question
This document provides an agenda for a class on getting started with the scholarship of teaching and learning (SoTL). It defines SoTL and distinguishes it from scholarly teaching. SoTL involves systematic, literature-based inquiry into teaching and learning processes and outcomes. It follows scientific standards and practices and generates peer-reviewed work that contributes new knowledge. The document discusses developing research questions for SoTL studies and provides examples of SoTL and non-SoTL activities. It also outlines steps in the SoTL process and considerations for coming up with a good research question.
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Class 2 so tl overview con't and generating a research question
- 1. Getting Started withthe Scholarship of Teaching and Learning Class 2 – ADLT 673, Fall 2015
- 2. Agenda for September8 John Cyrus, M.L.I.S. Tompkins- McCaw Research and Education Librarian Examining the scholarship of teaching and learning (SoTL) in medical education What interests you in your own teaching and learning that you want to study? Developing a research question
- 3. Describe what ismeant by the term “scholarship of teaching and Learning” (SoTL) Explain how scholarly teaching differs from SoTL Explain how SoTL is similar to other types of scholarship Develop a research question for a possible SoTL study
- 4. What is thedifference between scholarly teaching and SoTL?
- 5. How to distinguishbetween scholarly teaching and the scholarship of teaching Purpose of scholarly teaching is to have an impact on teaching and learning SoTL results in formal, peer- reviewed work that becomes part of the larger knowledge base on teaching and learning Wiman & Richlin (2007)
- 6. How do youknow 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, what was found, or how it could be used Can be peer-reviewed Can be judged as being significant or impacting the discipline
- 7. What is thescholarship of teaching and learning (SoTL)? How is it similar to other forms of scholarship?
- 8. SoTL involves systematic,literature-based inquiry into processes and outcomes involved with teaching and learning SoTL follows standards and practices delineated by the scientific method: a) systematic observations, b) well-developed operations, c) accurate data analyses, d) evidence-based conclusions Glassick et al. 1997; McKinney 2004; Shulman 1999
- 9. SoTL generates aproduct that is peer- reviewed to contribute new knowledge to the field and/or invites conceptual replication SoTL products /activities are presented publically for others to build upon Engagement in SoTL provides an opportunity for personal/professional reflection on teaching and learning Glassick et al. 1997; McKinney 2004; Shulman,1999
- 10. Continuum of GrowthToward SoTL Develop personal knowledge about one’s own teaching and student learning Weston & McAlpine (2001)
- 11. Continuum of GrowthToward SoTL Develop personal knowledge about one’s own teaching and student learning Reflect on teaching Intentionally evaluate teaching to make improvements Read and learn about underlying principles of teaching and learning Engage in teaching development activities Can demonstrate validity of teaching/learning knowledge through assessment by students, peers, etc. Weston & McAlpine (2001)
- 12. Continuum of GrowthToward SoTL Develop personal knowledge about one’s own teaching and student learning Develop and exchange knowledge about teaching/learning with colleagues Reflect on teaching Engage colleagues in conversation that make explicit pedagogical content knowledge Intentionally evaluate teaching to make improvements Mentor other teachers Read and learn about underlying principles of teaching and learning Provide leadership in teaching such as organizing events for faculty development Engage in teaching development activities Engage in disciplinary and multidisciplinary teaching associations Can demonstrate validity of teaching/learning knowledge through assessment by students, peers, etc. Grow in the understanding of the complexity of teaching/learning Weston & McAlpine (2001)
- 13. Continuum of GrowthToward SoTL Develop personal knowledge about one’s own teaching and student learning Develop and exchange knowledge about teaching/learning with colleagues Develop and exchange knowledge about teaching/learning that has significance and impact Reflect on teaching Engage colleagues in conversation that make explicit pedagogical content knowledge Draw on existing literature to inform conceptual and hypothesis-driven research Intentionally evaluate own teaching to make improvements Mentor other teachers Obtain funding for research on teaching Read and learn about underlying principles of teaching and learning Provide leadership in teaching such as organizing events for faculty development Carry out research on teaching using an approach consistent with its goals Engage in teaching development activities Engage in disciplinary and multidisciplinary teaching associations Publish and make presentations about teaching/learning Can demonstrate validity of teaching/learning knowledge through assessment by students, peers, etc. Grow in the understanding of the complexity of teaching/learning Develop comprehensive knowledge of the research and literature on teaching and learning Weston & McAlpine (2001)
- 14. A Few Questions Ensure that the iClicker tool is on Wait for the question Choose your answer, A-C
- 15. 1. Is thefollowing is a SoTL activity? An analysis of student test scores is provided to course faculty to demonstrate material that needs to be emphasized during an upcoming interactive case study. A. Yes B. No C. Maybe
- 16. 2. Is thefollowing is a SoTL activity? A residency program director gives a lecture to the interns on improving quality and safety in patient care. In the weeks following the lecture, the program director tracks the number of documented medical errors and “near misses” on the service. Her goal is to submit a proposal to an upcoming conference. A. Yes B. No C. Maybe
- 17. 3. Is thefollowing is a SoTL activity? An article published in the Journal of Dental Education, describes the outcomes of an IRB-approved mixed methods study involving 1,382 student responses over a 4-year period. Repeated student surveys and focus groups were used to collect student perceptions of recent curricular changes at one US dental school. The Journal of Dental Education is a peer-reviewed monthly journal. A. Yes B. No C. Maybe
- 18. How do youget started designing scholarship in teaching and learning?
- 19. Steps in theSoTL Process Generate the research question Design the study Collect the data Analyze the data Present and publish your work
- 20. What does ittake 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
- 21. As a group,brainstorm as many ideas as you can in 10 minutes Transform your hunches and ideas about teaching and learning into research questions that can be answered empirically.
- 22. What do youwant to study? Table discussion Questions that have troubled you about your learners, or those that reflect curiosity about your teaching efforts How many learners? What level of learner? Setting? Clinical or classroom? What literature do you need to explore? How can you NARROW your question?
- 23. International Journal ofTeaching 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/ Explore Possible Avenues for Publication
Editor's Notes
- #2 Sharon or I (either one) begins the session with a welcome and introductions. We can ask how many people in the room have heard of the term “scholarship of teaching and learning”? (show of hands) and then Let them know that by the end of our time together, everyone should have a basic understanding of SoTL, and some ideas for how to move forward with a research agenda in SoTL, if they are interested in doing so. We can let them know that this will be an interactive session and they will be involved in working in a small group, as well as responding to some clicker questions. Does everyone have a clicker? (if not, someone from faculty development in the SOM can make sure they do). Remind them there is no need to take notes, unless they simply want to. We will be sending out our PowerPoint to everyone who has their name on the sign-in sheet after the session.
- #4 Here are our objectives for you during the time we have together. We hope you will understand what is meant by the term SoTL, as well as how SoTL scholarship differs from other types of scholarship. We are going to give you a chance to consider what might make for a good SoTL research question in your discipline or area of interest, and we will help you differentiate how good, scholarly teaching (which we all hope that we do on a regular basis) differs from the scholarship of teaching and learning. Let’s get started.
- #5 Transition to Michelle May want to use clickers again or any of the slides that follow -- I’ve put them here as placeholders (extracted from earlier presentations that I used in my class)
- #11 This slides captures growth towards SoTL focusing on the behaviors and actions of individual faculty member and less on his/her “product”
- #12 This slides captures growth towards SoTL focusing on the behaviors and actions of individual faculty member and less on his/her “product”
- #13 This slides captures growth towards SoTL focusing on the behaviors and actions of individual faculty member and less on his/her “product”
- #14 This slides captures growth towards SoTL focusing on the behaviors and actions of individual faculty member and less on his/her “product”
- #16 Data/analysis limited to one course, one year, not systematic and peer-reviewed - NO
- #17 Cue to the group is to show the histogram. IF there are widely discrepant views, you can ask everyone at a table to turn to his or her neighbors, and try to convince them of the correctness of your response. Give 2-3 minutes to do so, then repeat the poll (note, you will need to put the slide up for a second time to do so). At the end, this becomes an opportunity to elaborate on the aspect of SoTL addressed in the question. If everyone pretty much gets the question correct on the first go-round, then all you need to do is explain why it is the correct answer. Feel free to add any additional content you want to with this activity, Sharon, or to change it altogether. We will get together one more time to practice with the clickers and our slide presentation in the room that we will be using for the presentation. Although our discussion will focus on transforming hunches about teaching/learning into research questions, I thought it appropriate to initially provide a broader view of SoTL. Therefore, the few questions (slides 5-9) provide a variety of SoTL examples. This will help “prime the pump” and also add to the later discussion on SoTL vs. scholarly teaching. It is essential to highlight Conceptual work published in Academic Leadership - YES
- #18 supported by literature and systematic qualitative analysis, peer-reviewed - YES
- #19 In the transition, may need to alert participants to today’s focus of transforming hunches about teaching/learning into research questions. Transition to Terry’s portion?
- #20 Sharon can continue with this part if you want to, along with slide 11, too.