Getting Scholarly Teaching Projects Published

1. Teaching Symposium “Surviving Promotion and Tenure with a Teaching Appointment” Getting Scholarly Teaching Projects Published Michel A. Wattiaux Wattiaux@wisc.edu Department of Dairy Science, UW-Madison 2010 ADSA-PSA-AMPA-CSAS-WSASAS-ASAS, Denver, CO ,July 13, 2010

2. Outline Introduction: What it feels like to have a high teaching responsibility in a Research / Doctoral University. Excellence in Teaching vs. Scholarship of Teaching and Learning (SoTL). Example of a “scholarly approach” to teaching and learning. Where and what to publish? (Not all journals are created equal) Types (Orientations) of SoTL What do faculty say about teaching-related authorship? Concluding thoughts

3. Excellence in Teaching : How Does it Feel? Primary area of Excellence Research Primary area of “Excellence” Instruction Level of Expectation Research Instruction Research Instruction

4. Documentation of “Excellence” in Teaching in a Tenure Package at the UW-Madison. • Student evaluations; • Mentor teaching evaluations; • Peer-review of teaching (mandatory); • Invited presentations on teaching, especially outside the institution; • Outside, arm’s-length evaluations by peers with nationally-recognized expertise in teaching… asked to comment on the broader impact of the candidate’s teaching scholarship; • Course materials (syllabus, reading, etc.). In addition to teaching well and often, candidates for tenure based on excellence in teaching must also demonstrate significant peer-reviewed scholarly contributions to teaching, usually research and publications on teaching. If grants support this research, grant panel evaluations and comments should also be included in the package. NRC. 2010. pp 62-63 In: Transforming Agricultural Education For a Changing World. Nt’l. Ac. Press.

5. Outline Introduction: What it feels like to have a high teaching responsibility in a Research / Doctoral University. Excellence in Teaching vs. Scholarship of Teaching and Learning (SoTL). Example of a “scholarly approach” to teaching and learning. Where and what to publish? (Not all journals are created equal) Types (Orientations) of SoTL What do faculty say about teaching-related authorship? Concluding thoughts

6. 24. Every faculty member that teaches is a scholarof teaching ………………..………………………. 1.0 1.5 <.01 Scholarship of Teaching and Learning Educational Scientists vs. Faculty’s perspectives Mean Score1 Ed. Sci. Faculty P Item 1: On a scale of 1= Strongly disagree to 7 = Strongly agree. Kreber C. 2002. Higher Education 46:93-121 Kreber C. 2002. Higher Education 46:93-121

7. Excellence vs. Scholarship Excellence Scholarship 1. What are the sources of information relied upon as “building blocks” of pedagogical knowledge? Literature, “publications,” conferences, etc. Own experience (trial and error). 2. What is the focus of the instructor’s reflection? What “works” / does not work in the class as a whole. Address a specific issue in their own teaching. Kreber, C. 2002. Innovative Higher Education 27:5-23

8. Excellence vs. Scholarship Excellence Scholarship 3. Who do the instructor communicate their teaching and learning insights to? Insights are being shared in the form of publications Teaching is a “public business.” No one, there are no dissemination of insights Teaching is a “private business.” 4. Who are the beneficiaries of the instructor’s knowledge in teaching and learning? a) Students b) One-self c) Limited circle of colleagues. a) Students b) One-self c) Broad circle of colleagues. Kreber, C. 2002. Innovative Higher Education 27:5-23

9. Excellence vs. Scholarship Excellence Scholarship Great course evaluations; Recognize past “mistakes”; “Knows” what works to help students learn their topics; Great course evaluations; Looks for new insights; Collect data systematically to assess student learning; Volunteered posters, abstracts, or talks, on multiple campuses and at meetings of professional organizations (frequently). “Formal” (anonymous) peer-reviewed publications. Kreber, C. 2002. Innovative Higher Education 27:5-23

10. 18. The scholarship of teaching is an activity that, in the context of promoting student learning, meets each of the following criteria: • It requires high levels of disciplinary expertise, • It breaks new ground and is innovative, • Can be replicated and elaborated, • Can be peer-reviewed, • Has significant impact…………………………… 6.1 5.3 <.01 Scholarship of Teaching and Learning Educational Scientists vs. Faculty’s perspectives Mean Score1 Ed. Sci. Faculty P Item 1: On a scale of 1= Strongly disagree to 7 = Strongly agree. Kreber C. 2002. Higher Education 46:93-121 Kreber C. 2002. Higher Education 46:93-121

11. Course Evaluations Traditional Disciplinary Research Traditional Educational Research Faculty Development Reflective Practices Content Knowledge Pedagogical Knowledge CAT; Data Collection Student learning “Publications” Pedagogical Content Knowledge You don’t have to be an “educational scientist”, but you have to collect “data” Modified from Paulsen, M. B. 2001. New Directions for Teaching and Learning 86:19-29

12. Outline Introduction: What it feels like to have a high teaching responsibility in a Research / Doctoral University. Excellence in Teaching vs. Scholarship of Teaching and Learning (SoTL). Example of a “scholarly approach” to teaching and learning. Where and what to publish? (Not all journals are created equal) Types (Orientations) of SoTL What do faculty say about teaching-related authorship? Concluding thoughts

13. Example: Ruminant Nutrition(Dy Sci. & An. Sci 414) Class Schedule Third and last nutrition course taken by juniors, seniors and a few graduate students; Learning objective states that “Students will gain practical knowledge and critical thinking skills in evaluating dairy rations.” Project 1 = Commercial Product Evaluation Project 2 = “Real-world” Dairy Ration Evaluation.

14. Example: “Project 1” in Ruminant Nutrition(Dy Sci. & An. Sci 414) Goal of Project 1: Questions / Issues for successful implementation: • To what degree would students: • Believe the activity would help their learning? • Commit to this learning opportunity? • Think that the in-class presentations was a good use of class time? To provide students with an opportunity to: • Evaluate claims made by commercial feed companies; • Review literature on a topic of their own choice/interest; • Practice oral and written communication skills.

15. Example: “Project 1” in Ruminant Nutrition(Dy Sci. & An. Sci 414) Materials and Methods: “Resource materials for students”

16. Example: “Project 1” in Ruminant Nutrition(Dy Sci. & An. Sci 414) Materials and Methods: A project template 1: Product Name/Description (2 pts) 2: Recommended Usage (2 pts) 3: Marketing Claims (2 pts) 4: Financial benefit to cost ratio (3 pts) 5: Score Card—What are the facts? (6 pts) 6: Recommendations (3 pts) 7: Citations (2 pts)

17. Example: “Project 1” in Ruminant Nutrition(Dy Sci. & An. Sci 414) Materials and Methods: Students attend World Dairy Expo (in person or on the internet).

18. Example: “Project 1” in Ruminant Nutrition(Dy Sci. & An. Sci 414) Materials and Methods: Oral presentations in class Silage Inoculants New-born calf products Animal Health Feed Ingredients additives

19. Example: “Project 1” in Ruminant Nutrition(Dy Sci. & An. Sci 414) Materials and Methods: A 15 min. project evaluation was conducted in-class immediately after the last presentation. Class, Date, etc. Survey (anonymous ID), Class standing. Quantitative data. Qualitative data.

20. Example: “Project 1” in Ruminant Nutrition(Dy Sci. & An. Sci 414) Materials and Methods: Evaluation Instrument — Quantitative Data

21. Example: “Project 1” in Ruminant Nutrition(Dy Sci. & An. Sci 414) Materials and Methods: Evaluation Instrument — Qualitative Data 8. What did you like the most about this assignment? More specifically, what part of the assignment was the most useful to you and why? 9. What change(s) would you suggest to improve the quality of this assignment for future classes?

22. Example: “Project 1” in Ruminant Nutrition(Dy Sci. & An. Sci 414) Results: Quantitative (selected) Data

23. Example: “Project 1” in Ruminant Nutrition(Dy Sci. & An. Sci 414) Results— Qualitative Data 8. What did you like the most about this assignment? More specifically, what part of the assignment was the most useful to you and why? • Variety of products and need to investigate claims thoroughly • I like the independent research. I think It is a practical project, because this is what farmers should be doing before using a product; • It was fun to analyze a product, but I think that this took too much class time. Perhaps… • That I was able to work around world Dairy Expo and talk to a lot of salesman and pick the right product that I wanted to do that was the most interesting to me. • Etc…

24. Example: “Project 1” in Ruminant Nutrition(Dy Sci. & An. Sci 414) Results— Qualitative Data 9. What change(s) would you suggest to improve the quality of this assignment for future classes? • None, maybe in teams would be a little more interesting; • Work in groups; • Give us more time to work on it. Most of us are Dairy Science Majors and have a lot of responsibility during WDE; • Stricter page limits; I did not go over the front/back and felt at a disadvantage [relative to] those who had 4-5 pages; • I thought that it was pretty good just the way It is; • Etc…

25. Outline Introduction: What it feels like to have a high teaching responsibility in a Research / Doctoral University. Excellence in Teaching vs. Scholarship of Teaching and Learning (SoTL). Example of a “scholarly approach” to teaching and learning. Where and what to publish? (Not all journals are created equal) Types (Orientations) of SoTL What do faculty say about teaching-related authorship? Concluding thoughts

26. Where To Publish? LECTURE BREAK: ACTIVITY • Instructions: • Introduce yourself to a person seated near you and discuss the following questions assuming that “project 1” described above was repeated in 2 or 3 consecutive years • Be prepared to share your views with the audience (in 2 min.) Question 1: Would this project be accepted for publication in Journal of Animal Science or Journal of Dairy Science? Please explain. Question 2: Could you list at least two Journals that would accept such “research” for publication? Question 3: In which Journal does this “research” best fit for publication and why?

27. Peer-Review Publications on Teaching and Learning (1985-2010 Agricola Database) S= Communication skill*, or leadership skill* or critical think*,or decision-mak* or Problem-solv* L= “Learning” T= “Teaching” A= “Undergraduate” or “Higher Education” E= Entries in the Journal E E+A E+A+T E+A+L Source E+A+S 39,502 39 12 12 10 JDS, JAS, and PS. 22,251 AJ, CS, and SSA 5 3 0 0 Education 763 NACTA 220 124 39 19 JNRLSE 372 84 30 34 15

28. Compilation of SoTL Publication Outlets

29. Journal of Natural Resources & Life Sciences Education

30. North American Colleges and Teachers of Agriculture

31. The Journal of Agricultural Education and Extension

32. The Journal on Excellence in College Teaching

33. International Journal for the Scholarship of Teaching and Learning (IJ-SoTL)

34. International Journal of Teaching and Learning in Higher Education (IJTLHE)

35. Innovative Higher Education

36. The Teaching Professor

37. Outline Introduction: What it feels like to have a high teaching responsibility in a Research / Doctoral University. Excellence in Teaching vs. Scholarship of Teaching and Learning (SoTL). Example of a “scholarly approach” to teaching and learning. Where and what to publish? (Not all journals are created equal) Types (Orientations) of SoTL What do faculty say about teaching-related authorship? Concluding thoughts

38. “Type” or “Orientation” of Publishable SoTL Projects

39. “Type” or “Orientation” of Publishable SoTL Projects

40. “Type” or “Orientation” of Publishable SoTL Projects

41. “Type” or “Orientation” of Publishable SoTL Projects

42. Outline Introduction: What it feels like to have a high teaching responsibility in a Research / Doctoral University. Excellence in Teaching vs. Scholarship of Teaching and Learning (SoTL). Example of a “scholarly approach” to teaching and learning. Where and what to publish? (Not all journals are created equal) Types (Orientations) of SoTL What do faculty say about teaching-related authorship? Concluding thoughts

43. Excellence in Teaching for Promotion and Tenure in Animal and Dairy Sciences at Doctoral/Research University: A Faculty Perspective Wattiaux et al. Journal of Dairy Science. 2010. 93: 3365-3376.

44. Criteria considered for the Purpose of Promotion and Tenure on the Basis of Excellence in Teaching This is currently considered at my institution (check all that apply) This should be considered at my institution (check all that apply) “Is” “Should” Item 21. Students’ evaluation of instructor 22. Students’ evaluation of courses 23. Peer-review (evaluation) of the instructor 24. Peer-review (evaluation) of the course 25. Establishing new courses for curriculum improvement 26. Providing students with “course packages” 27. Documenting personal assessment of one’s own teaching (portfolio)

45. Criteria considered for the Purpose of Promotion and Tenure on the Basis of Excellence in Teaching (cont’d) “Is” “Should” Item 28. Presenting abstract at teaching conferences 29. Invited presentation on teaching at conferences 30. Authoring peer-reviewed publications 31. Authoring undergraduate textbook or book chapter 32. Obtaining funding for teaching-related projects 33. Organizing / facilitating teaching-related workshops 34. Being recognized for quality of student advising 35. Being a member of an editorial board to review teaching manuscripts

46. Criteria Currently “Over-emphasized” 1R = Those who believe that research is more important than teaching at their institution (n=25); RT = Those who believe that teaching is equally important or more important than research at their institution (total n=22);

47. Criteria for which No Difference was Detected

48. Criteria Currently “Under-emphasized” 1R = Those who believe that research is more important than teaching at their institution (n=25); RT = Those who believe that teaching is equally important or more important than research at their institution (total n=22);

49. Outline Introduction: What it feels like to have a high teaching responsibility in a Research / Doctoral University. Excellence in Teaching vs. Scholarship of Teaching and Learning (SoTL). Example of a “scholarly approach” to teaching and learning. Where and what to publish? (Not all journals are created equal) Types (Orientations) of SoTL What do faculty say about teaching-related authorship? Concluding thoughts

50. Excellence vs. Scholarship and Publications Extent of the review process & public access Types of “Publication” 3 4 1. Printed course packages 5 2. Teaching Abstracts 2 3. Peer-reviewed manuscript 4. Text book 1 5. Portfolio Excellence Scholarship Higher review process and public access makes for higher level of “performance” of the instructor as a “Scholar”