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The Scholarship of Teaching and Learning II Planning a SoTL Project

The Scholarship of Teaching and Learning II Planning a SoTL Project. Welcome! Please sit in groups of four and introduce yourselves to those you don’t know. Assign Roles. The manager is the person whose first name is first alphabetically. [ Will work on Assessment Strategy #1.]

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The Scholarship of Teaching and Learning II Planning a SoTL Project

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  1. The Scholarship of Teaching and Learning II Planning a SoTL Project • Welcome! • Please sit in groups of fourand introduce yourselves to those you don’t know. • Assign Roles • The manager is the person whose first name is first alphabetically. [Will work on Assessment Strategy #1.] • The recorder is the person to the right of the manager. [Will work on Assessment Strategy #2.] • The presenter is the person to the left of the manager.[Will work on Assessment Strategy #3.] • The fourth person in the group is the timekeeper. [Will work on Assessment Strategy #4.]

  2. Workshop Goals • Participants in this workshop will: • Explore a variety of ways in which evidence of student learning can be collected for SoTL projects • Consider the logistical steps that must be taken to execute a SoTL project • Create a plan for getting a SoTL project started

  3. The Scholarship of Teaching and Learning • The POGIL Project’s working definition of SoTL: • Investigations that begin with the purpose of understanding and improving teaching and learning within a classroom or institution, leading to results that can be shared beyond your classroom. • All SoTL projects start with a question focused in a particular area (see Examples of Classroom Questions) • Types of SoTL questions • Focus Areas

  4. What is your SoTL question? • Take 1 minute to free-write on your index card so you have a SoTL question in mind during the session. • OR… choose/modify a question from the sheet of example questions (and write it on your index card)

  5. SoTL Question Round Robin • In your group, read each SoTL question out loud, without discussion • Start with manager, proceed to manager’s left • Raise a hand when your table is done

  6. What To Do with Your Question? • What kind of data do you need to collect to address your question? • What kind of assessment strategies will you use to generate the data? • When or how often will you collect data? • What are your data likely to look like? • How will you analyze the data?

  7. Exploring Assessment Strategies with JIGSAW • Manager = group member #1 • Recorder = group member #2 • Presenter = group member #3 • Timekeeper = group member #4 http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/jigsaw.html

  8. Expert Group Set-Up • Proceed to your Expert Group (5 min). • Expert Group manager: • Person whose institution name is earliest alphabetically • Keeps group on task • Recognize that each group member will serve as a presenter back in your home group • Consider taking notes you can use

  9. Expert Group Exploration • Review your assigned strategy (1 min). • As a group (12 min): • Identify an example of a SoTL question for which this kind of assessment might be valuable. • Discuss how the data might be collected, what the data would look like, and how they could be analyzed. • Be prepared to present your topic to your home group. • If you have time, repeat for a second SoTL question.

  10. Home Group Discussion • Return to your home group. • Each Expert presents and leads a discussion about his or her SoTL questions and data collection strategy (5 min).

  11. Individual Planning for Data Collection • Consider your tentative research question. • Choose one or more types of data that would be most useful in addressing your question. • Identify a logistical strategy for collecting the data: • When will data be collected, and from whom? • Will the data be anonymous or not? • Will the instructor collect the data, or will someone else? • How will the data be analyzed? • Is IRB approval needed for the use of human subjects? • Does your research question need to be modified in light of data collection strategies?(7 min)

  12. Reporting and Group Feedback • Each group member takes 4 minutes to share ideas and get feedback (16 min): • Member presents his/her ideas (2 min) • Member listens and takes notes while others offer questions and suggestions (2 min) • After 4 minutes, move to the next group member • After all group members have received feedback, take 5 minutes for individual work to consolidate ideas.

  13. Wrap-up • In groups, discuss something you learned today that helps you to be more prepared to begin a SoTL project. • If time permits, choose one insight to share with the other groups.

  14. Get Started! • Start collecting data • Follow your data-collection plan • Consider keeping track of other data that might not seem immediately useful, but could be valuable later (scans of exams and homework assignments, student self-assessments, etc.) • Remember that some projects yield results quickly, but most take several semesters of data collection, plus trial and error • Your SoTL question might need focusing or redirection • Your data collection might need broadening or narrowing • The information you collect should inform your teaching, and possibly be able to be compiled into a report for use beyond your classroom. • Don’t hesitate to ask for help

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