of Oz SoTL Professor Alice M. Thomas Howard University School of - - PowerPoint PPT Presentation

My Journey to the Land

• f Oz SoTL

Professor Alice M. Thomas Howard University School of Law

My Aims for Today:

►Share my Journey in SoTL with you ►Have us Engage in a Conversation regarding

your interest in SoTL

►Explain it –

• The What, Why, How, and Ways to Go Public

►Introduce you to some useful resources and

where to locate them

It’s a Conversation…

A Conversation Around

►What ►Why ►How ►Going Public ►Using my Journey as one example

Where did it all begin

►I entered the teaching profession from the

practice of law.

►I started here at Howard in the fall of 1993,

teaching legal writing.

►I moved onto the tenure track at the

University of the District of Columbia David

• A. Clarke School of Law three years later

That’s when it happened

►While teaching there, I encountered a

PROBLEM.

►I would teach (or so I thought) and assess,

learning that my students seemingly did not master what I had hoped.

►One day, I shared my problem with a

colleague who was the director of Academic Support.

What about You

►What brought you here today, to a lecture

about SoTL?

►Share . . .

My eyes were opened

►Driven by my passion and commitment that

my students would master the law, graduate and pass the bar exam, and be competent lawyers, I began to study learning styles and learning differences, like inattention.

►It was a beginning but there had to be

more?

And

►I then recalled my undergraduate

experience in psychology.

►First focusing on the broader question of

how people learn best, searching existing scholarship for answers.

►I then went public with my problem, and my

first proposed solution.

My core thesis

►That the act of teaching is mostly

practice/anecdotally driven, and that it should not be.

►I posited that teaching should have, at

least, two anchors – one, experience and the other, the scholarship about how people learn, believing that this knowledge would change how we teach and how well are students learn for the better.

Thesis

Experience

► Teaching based on what

we learned about our students as we engaged in the act of teaching, and making mental notes

• f what seemingly

worked (or did not work), and trying it again, hoping for a change. Scholarship

► Teaching based on (and

informed by) researched explanations about how

• ur students learn, and

adapting my teaching to reflect those understandings

So in my case

► Learning Styles ► More diagrams, etc. ► Sang, Humor, Inflexion ► Moved from behind the

podium

► Incorporated more

rubrics, feedback

► Etc.

►Inattention ►More Repetition ►Structure ►Posted more ►Deeper Learning ►Concept mapping ►Venn Diagrams ►Etc.

And, what came next?

► Following the publication of my article, about

• ne year later, I was invited to be a

Carnegie Scholar.

►That invitation changed my life. ►There I found a community of teachers from

across academia equally driven by their desire to solve problems in their students’ learning and to improve teaching.

►It was like exciting!

A third dimension

►I was invited to be a participant in a third

dimension.

►I was invited to be a researcher who

produces the scholarship of teaching and learning.

►Exciting but intimidating! Still is!

The What

►So I began to learn what is the scholarship

• f teaching and learning through my

Carnegie experience

Its Beginnings

►In 1990, Ernest Boyer in his article,

Scholarship Reconsidered: Priorities of the Professoriate posed several ideas, among them the idea of the Scholarship of Teaching (SoT):

►Boyer posited that the SoT studies

education and uses the results to improve it and involves the constant interplay of teaching and learning.

CASTL and Lee Shulman

► The scholarship of teaching and learning (SoTL)

involves "systematic reflection on teaching and learning made public" (CASTL, 1998). The purpose

• f SoTL is to enhance student learning by

approaching the process of teaching with the same empirical rigor that is applied to traditional research

• endeavors. Through this type of diligent, intentional

attention to teaching impacts, one simultaneously improves the effectiveness of their own teaching while contributing to the larger body of knowledge

• n best practices in post-secondary teaching.

Lee S. Shulman’s “Taking Learning Seriously” (1999) presented the following reminder of the hallmark of any form of “scholarship”:

►“An act of intelligence or of artistic creation

becomes scholarship when it possesses at least THREE attributes: it becomes public; it becomes an object of critical review and evaluation by members of one’s community; and members of one’s community begin to use, build upon, and develop those acts of mind and creation.” (p. 15)

Another

► Indiana University at Bloomington: The SOTL program is an initiative that

seeks the goal of improved undergraduate learning. To this end it encourages, supports, and publicizes course-focused research projects that are faculty defined and implemented. It also carefully fosters an interdisciplinary COMMUNITY of conversation and engagement centered on teaching and

• learning. This COMMUNITY supports and enhances both the inquiry of

individual faculty and a more evidence-based approach to teaching generally.

► Rather than focusing on specific issues or learning methods, the SOTL

approach encourages faculty to explore a variety of approaches and to reflect

• n questions about student learning derived from their own experiences in the
• classroom. As such it is self-renewing and self-broadening. . . .

Still Others

► Western Carolina University: SoTL at Western calls for a university-wide

COMMITMENT and COLLABORATION among faculty, administration, staff and students in initiating and continuing SYSTEMATIC CONVERSATION, REFLECTION, RESEARCH AND DISSEMINATION about teaching and learning that is made public and open to critique in order to establish the scholarship of teaching and learning as research that is as institutionally valued and rewarded as traditional disciplinary scholarship with the ultimate goals of improved student learning, teaching effectiveness and enjoyment, faculty development and the creation of a deeply collegial academic community of and for teaching and learning.

► Illinois State University: SoTL is systematic reflection on teaching and

learning made public.

If in doubt consult ‘Wikipedia’…??

► “The Scholarship of Teaching and Learning (SOTL or

SoTL; pronounced so'tl saw'tl or S O T L) is a growing movement in post-secondary education. SOTL is scholarly inquiry into student learning which advances the practice

• f teaching by making research findings public”.

(http://en.wikipedia.org/wiki/Scholarship_of_Teaching_and _Learning)

The Difference between Scholarly and SoTL?

Scholarly Teaching skilfully combines knowledge of what works in teaching and what is to be taught, followed by reflection by the teacher – of self and on feedback SoTL involves overt, skilful and meaningful evaluation

• f Learning and Teaching activity which is then made

public in some way, thus making it amenable to peer-review. The L+T work may be on one or more level – not just at the level of teaching students (e.g.. curriculum development, policy etc.)

Is there such a thing as non- scholarly teaching?

► Well, Maybe ► Teaching based solely

• n experience/practice

in the classroom, etc.

► It too maybe scholarly

if you expand the definition of scholarly to include teaching informed by your own field research (and your reflections) but it lacks a critical component of quality scholarship – do you know what that is?

At the heart of it

►Is Scholarship

Scholarship

► deep knowledge base ► inquiry orientation ► critical reflectivity ► peer review and

going/making public

So, What is Scholarship?

Some authors don’t help because they use the words ‘scholarly’ and ‘scholarship’ regarding teaching, interchangeably – even the people in the work quoted here! The Carnegie Foundation asserted six ‘Standards of Scholarly Work’ in: Scholarship Assessed – Evaluation of the Professoriate (1997) by Glassick, Huber and Maeroff

Six Standards of Scholarly Work

►Clear Goals ►Adequate Preparation ►Appropriate Methods ►Significant Results ►Effective Presentation ►Reflective Critique

Scholarship Assessed – Evaluation of the Professoriate (1997) by Glassick, CE. Huber, MT. and Maeroff, GI. An Ernest Boyer Project of the Carnegie Foundation for the Advancement

• f Teaching. Jossey-Bass SF USA.

Teaching as Community Property

►Lee Shulman’s definition of scholarship

emphasizes the aspects of scholarly work that are done in a community of scholars. The scholarship of teaching, in Shulman’s view, presents teaching as “community property” in ways similar to those in which research is viewed as community property.

Build a Community of Scholars

►Builds Power ►Helps you feel safe ►Congenial atmosphere ►Working together on common interests ►Building locally, nationally, internationally

► https://www.youtube.com/watch?v=NmdwXJTt5yA&ebc=A

NyPxKqOIcP4YZypDb3vIBR_3LatNLHH0PblSF- JyktIWZFVbBKkgOJIcEHtHD1dwmiUXL5Vyt7

►-

The Why

How is SoTL Useful?

►It can make a real difference for your

students.

►It will provide a renewal of energy and

passion for the profession of teaching.

►It is serious research: for several

institutions, it may count as part of your research requirements.

►It can support the reappointment,

promotion, and tenure process (RPT).

Share

►Do you have any ideas for why do it?

The How

►Preparation ►Process

Preparation

► 1. Start by considering the standards for good SoTL as

listed in Glassick, Huber, and Maeroff 1997 (see Resources for a bibliography):

► Clear goals ► Adequate preparation ► Appropriate methods ► Significant results ► Effective presentation ► Reflective critique ► https://www.uc.edu/cetl/sotl/resources.html

Learn about the different genres

• f SoTL studies

► Consult this Article by Craig Nelson (Indiana University):

“How Could I Do Scholarship of Teaching & Learning? Selected Examples of Several of the Different Genres of SOTL.” Nelson organizes the various genres in five categories:

► Reports on particular classes ► Reflections on several years of teaching ► Comparisons of courses and student change ► Formal research ► Summaries and analyses of prior studies

Process

► Frame a question ► Review existing literature ► Choose methodology and measures ► Design study and obtain IRB approval (see below) ► Carry out the study ► Collect and analyze data ► Draw significant conclusions ► For an excellent guide through the process, see the

Carnegie SoTL Tutorial (Unit 3B, slides 99–121). For a full book treatment, refer to Cross and Steadman 1996 (see the Resources page).

Again, Inquiry Process

►What is the “problem?” ►Refining the question(s) ►Searching the literature ►Consider ethical issues ►Design the study ►Collect and analyze the data

My problem

►Misconceptions ►Right Conceptions ►Couldn’t just teach the right ideas ►Adopted the What if approach to my SoTL

project

►Designed specific interventions ►Pre/Post tests

Pat Hutchings

►https://www.youtube.com/watch?v=JCxPttq

_e_Y

Types of Questions

►Instructional Knowledge—components of

instructional design

►Pedagogical Knowledge—student learning &

how to facilitate it

►Curricular Knowledge—goals, purposes &

rationales for courses or programs

Examples

► Can interactive exercises increase student learning? ► Do students really learn more in smaller classes? ► Can group work aid individual learning? ► Do examples enhance or confuse student learning? ► Can technology help students do more than recall

facts?

► Do student misconceptions persist, and if so, why?

SoTL Topics

►See handout.

Research Methods

►Content analysis ►Experiments ►Interviews and focus groups ►Observational research ►Questionnaires ►Case studies ►Portfolios

Other Ideas - Share

►Look within and outside of your discipline

for insights, perspectives on the scholarship

• f teaching and learning

►Collaborate ►Involve students ►Use a variety of research methods ►Qualitative and Quantitative ►Use your discipline research training

Research on Human Subjects

►You know what’s coming ►Because SoTL involves research on student

learning, “human subjects”—in the parlance

• f the social and natural sciences that are

accustomed to thinking about ethical implications of their research—are inherently part of the work. You will need to consult Howard’s IRBs for guidance.

►http://researchguides.library.vanderbilt.edu/

SOTL/sotl/irb

Go Public, Last Step

Scholarship: The litmus paper test

To truly be considered Scholarship, work must be in the public domain and have been exposed to peer-review… Lee Shulman

Journals

► Journal of Engineering Education ► IEEE Transactions on Education International ► Journal of Electrical Engineering Education ► International Journal of Engineering Education ► MountainRise ► International Journal for the Scholarship of Teaching

and Learning

► International Journal of Teaching and Learning in

Higher Education

► The Journal of the Scholarship of Teaching and

Learning

► The Journal on Excellence in College Teaching ► Learning Communities Journal ► http://cetl.kennesaw.edu/teaching-journals-

directory (comprehensive list of teaching journals)

Books

► Enhancing Learning through the Scholarship of

Teaching and Learning: The Challenges and Joys of Juggling, Kathleen McKinney (2007)

► Opening Lines: Approaches to the Scholarship of

Teaching and Learning, Pat Hutchings (2000)

► The Scholarship of Teaching and Learning

Reconsidered: Institutional Integration and Impact. Pat Hutchings, Mary Taylor Huber, Anthony Ciccone (2011)

► The Teaching Portfolio: Capturing the Scholarship of

Teaching, Russell Edgerton, Patricia Hutchings, Kathleen Quinlan (1991)

►

More Books/Articles

► Engaging in the Scholarship of Teaching and Learning: A

Guide to the Process, and How to Develop a Project from Start to Finish. Bishop-Clark, Cathy, & Dietz-Uhler, Beth. (2012).

► Optimizing Teaching and Learning: Practicing Pedagogical

• Research. Gurung, Regan, & Schwartz, Beth. (2008).

► Atkinson, M. P. (2001). The scholarship of teaching and

learning: Reconceptualizing scholarship and transforming the academy. Social Forces, 79(4), 1217-1229.

► Do's and don't's of poster presentation. Biophysical

Journal, 71(6), 3527, Block, S. M. (1996). .

More

► Into the Classroom: Developing the Scholarship of

Teaching and Learning. Hatch, T. (2005).

► Assessing the impact of educational development through

the lens of the scholarship of teaching and learning. New Directions for Teaching and Learning, 2010(122), 81-89. Hassler, C., Britnell, J., & Stockley, D. (2010).

► Disciplinary Styles in the Scholarship of Teaching and

Learning: Exploring Common Ground. Huber, M. T., & Morreale, S. P. (2002).

► "The Converging Landscape of Higher Education:

Perspectives, Challenges, and a Call to the Discipline of Sociology." Teaching Sociology 36(2): 95-107. Pescosolido,

• B. A. (2008).

And

► The scholarship of teaching and learning reconsidered:

Institutional integration and impact (Vol. 21). Hutchings, P., Huber, M. T., & Ciccone, A. (2011).

► Ethics of Inquiry: Issues in the Scholarship of Teaching

and Learning. Hutchings, P. (2002).

► The scholarship of teaching: New elaborations, new

• developments. Change: The Magazine of Higher

Learning, 31(5), 10-15. Hutchings, P., & Shulman, L. S. (1999).

► Shulman, L. S. (2011). "The Scholarship of Teaching and

Learning: A Personal Account and Refection." International Journal for the Scholarship of Teaching and Learning 5(1): 1-7.

And More

Allen, M. N. and P. A. Field (2005). "Scholarly Teaching and Scholarship of Teaching: Noting the Difference " International Journal of Nursing Education Scholarship 2(1): 1-14. Boyer, E. L. (1990). Scholarship Reconsidered: Priorities of the Professoriate. The Carnegie Foundation for the Advancement of Teaching. New York, The Carnegie Foundation for the Advancement of Teaching Chalmers, D. (2010). "Progress and challenges to the recognition and reward of the Scholarship of Teaching in higher education." Higher Education Research and Development 30(1): 25-38.

And More

Potter, M. K. and E. Kustra (2011). "The Relationship Between Scholarly Teaching and SOTL: Models, Distinctions, and Clarifications " international Journal for the Scholarship of Teaching and Learning 5(1): 1-18. Schwartz, B. M. and A. Haynie (2013). "Faculty Development Centers and the Role of SoTL." NEW DIRECTIONS FOR TEACHING AND LEARNING 136(1): 101-111. UBC (2013). "SoTL Leadership." University of British Columbia: Faculty

• f Education: International Engagement. Retrieved 18/9/14, 2014,

from http://international.educ.ubc.ca/sotl/. Woodhouse, R. A. (2010). "Hype or Hope: Can the Scholarship of Teaching and Learning Fulfil Its Promise?" International Journal for the Scholarship of Teaching and Learning 4(1): 1-8.

Conferences

► http://cetl.kennesaw.edu/teaching-conferences-directory

(comprehensive list of conferences)

► 36th Original Lilly Conference, November 17-20, 2016 ► PKAL (Project Kaleidoscope): Summer leadership institutes

for STEM faculty

► Conference of the International Society for the Scholarship

• f Teaching and Learning (ISSOTL)

► Midwest Conference on the Scholarship of Teaching and

Learning, Indiana University Southbend.

More

► Georgia Southern University ► Showcase on Teaching and Learning ► Missouri State University, Springfield, Missouri ► International Institute for SoTL Scholars and Mentors ► Society for Teaching and Learning in Higher Education

(STLHE) Conference Canada

► International Society for Exploring Teaching and Learning

Annual Conference

► POD Network Conference

Still More

► Annual Conference on Distance Teaching and Learning ► EDUCAUSE Annual Conference ► Excellent for instructional technology ► Teaching Professor Technology Conference ► Assessment Institute ► Regional Lilly Conferences

Resources

►Howard’s Provost of Faculty Development,

Provost Okainer Christian Dark

►Tutorial (Carnegie SoTL Tutorial – link

below)

►Bibliographies

• http://citl.indiana.edu/programs/sotl/bibliograph

y-IUB.php

►Carnegie’s Website

• http://archive.carnegiefoundation.org/scholarshi

p-teaching-learning

►Other Schools’ websites

• http://citl.indiana.edu/programs/sotl/

►Google it

Organizations (and other Universities)

► Carnegie Foundation for the Advancement of Teaching:

http://www.carnegiefoundation.org/scholarship-teaching- learning

► American Association for Higher Education & Accreditation

(AAHEA)

► American Educational Research Association (AERA) ► Carnegie Academy for the Scholarship of Teaching and

Learning (CASTL)

► International Society for Exploring Teaching and Learning ► International Society for the Scholarship of Teaching and

Learning (ISSOTL)

And More

► Multimedia Educational Resource for Learning and Online

Teaching

► Society for Teaching and Learning in Higher Education

(Canada)

► Indiana University at Bloomington SoTL:

http://www.indiana.edu/~sotl

► Illinois State University SoTL:

http://sotl.illinoisstate.edu/ http://illinoisstateuniversitysotl.wordpress.com/ (blog)

Still More

► Iowa State SoTL:

http://www.celt.iastate.edu/sotl/

► at http://www.kennesaw.edu/cetl/resources/journals.html ► Vanderbilt Center for Teaching SoTL Guide:

https://my.vanderbilt.edu/sotl/

► Western Carolina SoTL:

http://www.wcu.edu/sotl

Link to Carnegie Tutorial

►http://www.fctl.ucf.edu/ResearchAndSchola

rship/SoTL/toolsresources/

Even iTunes

►http://cetl.kennesaw.edu/scholarship-

teaching-and-learning/resources

►Introduction to the Scholarship of Teaching

and Learning (iTunes)

►Listen to a podcast of "Introduction to the

Scholarship of Teaching and Learning" by Denise Domizi on the University System of Georgia's iTunes site: http://itunes.usg.edu/