Welcome to a Tutorial on the Scholarship of Teaching and Learning SOTL

1. Welcome to a Tutorial on the Scholarship of Teaching and Learning (SOTL)

2. Using the Tutorial

3. Acknowledgements

4. Task A

5. Continuum of Experience with SOTLA Metaperspective

6. Alpha to Omega Continuum:Contents

7. Unit 1AThe What and Why of SOTL

8. A Conceptualization of Teaching Related Activities

9. Relationship to Excellence

10. SOTL as Academic Activity vs. Campus Initiative

11. Why SOTL?

12. Why SOTL? (Cont.)  Power of Ideas Faculty Role Students Public Self Multiple and Competing Commitments Need to Step Out Marginality Courage

13. Task B: Reasons to Engage in SOTL

14. Unit 1B Origins and Evolution of SOTL

15. Origin and Evolution of SOTL (In Progress)

16. Not a New Idea

17. �Scholarship of Teaching� Coined

18. Reform Concepts:Classroom Assessment/Classroom Research

19. Reform Concepts:New Epistemology

20. Reform Concepts: The New American Scholar

21. Reform Concepts:Conception of Teaching&Scholarship Assessed

22. Implementing Entities:AAHE

23. Implementing Entities: Carnegie

24. Implementing Entities:Carnegie (cont.)CASTL

25. Implementing Entities: PewPeer Review of TeachingCourse Portfolios

26. Implementing Entities: Lilly Conferences on College Teaching

27. Recent Articulations:Scholarship of TeachingScholarly Teaching

28. Recent Articulations: Exploring Scholarship of Teaching The Model of Kreber & Cranton

29. Recent Articulations: Conceptualizing Scholarly Teaching and Scholarship of Teaching

30. Task C

31. Unit 2AInitiating SOTL Programs

32. A Campus Example in Detail:Using SOTL to Make Change Happen

33. Three Stages of Campus Program Goals

34. What are the Key Resources?

35. Massive Administrative Support (Cont.)

36. A Dedicated Director

37. The Faculty Advisory Council

38. A Core of Faculty Members Willing To Engage in This Work and Share It With Others

39. Getting People Involved

40. Getting People Involved:An Example

41. Getting People Involved (continued)

42. Changing the Institutional Culture . .

43. Changing Institutional Culture: One Example

44. Changing Institutional Culture: One Example (cont.)

45. Changing Institutional Culture: Another Example

46. Changing Institutional CultureFurther Examples Input from the Faculty Advisory Council and interested faculty researchers influenced the human subjects process to facilitate SOTL activities. Input from the Faculty Advisory Council and interested faculty researchers facilitated access to institutional data (registrar, etc.) for SOTL researchers.

47. Assessing SOTL Program Impact:Participation Statistics 1999-2001

48. Selected Faculty Comments about the Campus SOTL Initiative

49. Assessing SOTL Program Impact: Scaffolding

50. TASK D: Refining Your Own Campus SOTL Program or Plan

51. Other Campus Examples Elon College The Citadel Rockhurst University Abilene Christian University Notre Dame University Middlesex Community College Task E � Applicable Features

52. Elon College Multidisciplinary, Multiyear, $72,000 Investment $6000 projects in each of 3 years Projects directed by faculty-student research teams Learning for BOTH student and teacher Eight projects selected in years 1 and 2 Create intellectual engagement New thinking in diverse fields Application of learning to life Opening spaces for reflective integration

53. The Citadel Mission Increased campus awareness of and participation in SOTL Focus Communication, Resources and Continuing Education Self-selected research projects Highlights Biweekly, participatory meetings with assignments Effectiveness 15% of full-time, tenure-track faculty at bi-weekly meetings 12% of full-time, tenure track faculty in classroom research Administrative Support Attendance at functions Financial support

54. Rockhurst University Beginnings (Fall 1998) All University Symposium (Spring 1999) Follow-up Symposium Year-long Carnegie faculty seminar (2000-2001) Carnegie faculty seminar continued The Rockhurst �Carnegie Seminar� Central Questions Seminar Members Discussions Methods Products Formal Letter on SOTL Faculty SOTL Projects Selected Key Issues and Observations Obstacles to Discussion Interdisciplinary/Collaborative Approaches �Where's the beef?� �Scholarly Teaching� as best first path To be a good consumer of the SOTL

55. Abilene Christian University 19 Faculty Engaged in SOTL Projects Strong Institutional Support Stipends for Materials & Resources Travel to Teaching-Related Conferences -Ongoing Peer Meetings,Videoconferences

56. University of Notre Dame Initial campus conversations with 90 campus leaders SOTL needed support RFP resulted in 9 funded SOTL projects Sample research question: Do new teaching methods in introductory engineering affect students� learning? Support for SOTL teams includes these elements: $5,000 per team for student time, equipment, supplies, faculty time Consulting with methodology experts Group meetings 2x/semester for mutual support Help in dissemination of results

57. Middlesex Community College

58. Task E: Campus Examples of SOTL Initiatives List features of the examples you have just seen that might be most applicable to your campus. ..

59. Unit 2B Faculty SOTL Projects

60. Expectations and Effects of Graded Writing Assignments

61. Fostering Interactive Learning in a Large Science Course and Methodically Measuring the Effects

62. What do I want my Students to be Able to Do?

63. What Does the Quantitative Research Literature Really Show about Teaching Methods?

64. A Departmental Level SOTL Project

65. A Departmental Level SOTL Project Issue # 2: Peer Evaluation

66. A Departmental Level SOTL Project: Ongoing Concerns with Peer Evaluation

67. A Departmental Level SOTL Project: The Campus and National Ties

68. An Exemplary Course PortfolioAndA Superb Model of SOTL

69. An Alternative Approach to General Chemistry Assessing the Needs of At-Risk Students with Cooperative Learning StrategiesDennis Jacobs (University of Notre Dame)

70. An Alternative Approach to General Chemistry Assessing the Needs of At-Risk Students with Cooperative Learning StrategiesDennis Jacobs (University of Notre Dame)

71. An Alternative Approach to General Chemistry Assessing the Needs of At-Risk Students with Cooperative Learning StrategiesDennis Jacobs (University of Notre Dame)

72. An Alternative Approach to General Chemistry Assessing the Needs of At-Risk Students with Cooperative Learning StrategiesDennis Jacobs (University of Notre Dame)

73. An Alternative Approach to General Chemistry Assessing the Needs of At-Risk Students with Cooperative Learning StrategiesDennis Jacobs (University of Notre Dame)

74. An Alternative Approach to General Chemistry Assessing the Needs of At-Risk Students with Cooperative Learning StrategiesDennis Jacobs (University of Notre Dame)

75. An Alternative Approach to General Chemistry Assessing the Needs of At-Risk Students with Cooperative Learning StrategiesDennis Jacobs (University of Notre Dame)

76. Investigating Pet Theories and Na�ve Misconceptions

77. Scholarly Projects of Faculty (Continued)

78. Task F: Looking Back Over Travel Along the Continuum Thus Far

79. Unit 3A Bridges to Productivity

80. Still Another Look at What We Mean by the Scholarship of Teaching and Learning

81. Still Another Look at What We Mean by the Scholarship of Teaching and Learning (Cont.)

82. How Could I do Scholarship of Teaching and Learning?

83. Reports on Particular Classes

84. Reflections on Years of Teaching

85. Larger Contexts: Comparisons Across Courses and Student Change Over Time

86. Formal Research

87. Meta-Analyses

88. Task G: Reflecting on Genres

89. Approaches to Scholarship Via Classroom Research

90. Classroom Research

91. �Traditional� and �Classroom� Research

92. Improving Teaching and Learning via Classroom Research

93. Classroom Assessment Classroom assessment is systematic and formative Class is the unit of measurement rather than the individual Conditions of learning may be assessed rather than student performance. Correct and incorrect are not the emphasis. Unexpected rather than expected responses are often most useful. Review Unit I material about classroom assessment/research

94. Effective Grading Primary Trait Analysis (PTA)� building scales that make performance criteria explicit in order to: -Categorize/classify student work. -Benchmark student learning and document changes. -Improve validity of grading.

95. The Course Portfolio

96. Where to Publish and Present

97. Potential Sources of External Funding

98. Task H: Reflecting on Classroom Research

99. Unit 3BQuestions, Designs, and Methods

100. Framing the Question

101. Framing Questions (Goal Approach)

102. Framing Questions (Issue Approach) Criteria for selection of issues Investigable (not necessarily empirical) Bounded and well-defined Significant (not necessarily statistically) Considerations for investigation of issues Length of time needed Complexity of procedures Availability of subjects Availability of support (resources, personnel, funds)

103. Making Vague Questions Answerable � Using Operational Definitions

104. Task J: Examining Valerie�s Questions

105. Task J (Answers)

106. Framing Questions as Hypotheses

107. Task K: Framing Your Question Write a tentative question to be addressed in one of the courses you teach. Discuss your question with one or two colleagues for the purpose of framing it in the clearest and most answerable way. Encourage your colleagues to challenge your framing. Write your well-framed question at the end of this process.

108. What is a Design for a Study? A plan or protocol for carrying out the study An underlying scheme that governs functioning, developing, or unfolding

109. A Qualitative or a Quantitative Study? Danger: This may not be the best question to ask!

110. Quantitative and Qualitative Methods as �Points of Possibility� Quantitative empirical, statistical, comparative hypothesis testing, confirmatory predetermined, fixed large, representative scores, percentages, counts, rates outsider, non-perturbing deductive summative, precise, reliable Qualitative naturalistic, fieldwork, constructivist descriptive, generative, finding meaning flexible, evolving small, purposeful interviews, observations, writings insider, perturbing inductive formative, rich, expansive

111. Typical Measures Associated with Quantitative and Qualitative Methods

112. Assessment Measures �Affective� measures muddiest point, mid-course survey �Process� measures lecture attendance, Web hits/requests on learning activities �Performance� measures (for both the Class and the Instructor) Fall 2000 compared to Fall 99, 98, 97 semesters

113. Examples of Measures in a Particular SOTL Project: Mid-Semester Evaluation Lecture notes on Web very helpful More learning activities requested Extra lecture review sessions requested Review sheets requested Wanted more exams that cover less material

114. Examples of Measures in a Particular SOTL Project: Count of Web Hits on Learning Activities

115. Examples of Measures in a Particular SOTL Project: Pre-course data comparisons

116. Examples of Measures in a Particular SOTL Project: Common Exam Item

117. Examples of Measures in a Particular SOTL Project: Mean Exam Performance

118. Examples of Measures in a Particular SOTL Project: Instructor Evaluations �The format of lectures, notes and learning exercises appealed to my style of learning� �She made learning easier by using different teaching techniques.� �She gave more personal attention in a class of 250+ than many do with much smaller classes. She consistently made us feel that she wanted us to succeed and that she would go the extra distance to make that happen.� �Dr. O�Loughlin is an excellent teacher. I speak as a humanities student who might turn to science if every science instructor were like her.�

119. Guiding Questions in Choosing Methodology What approach fits your research problem? Qualitative case study Quantitative study enhanced by qualitative data Qualitative study enhanced by quantitative data

120. Task L: Designing Your SOTL Project

121. Summary of Standards Clear Goals Does the scholar state the basic purpose of his or her work clearly? Does the scholar define objectives that are realistic and achievable? Does the scholar identify important questions in the field? Adequate Preparation Does the scholar show an understanding of existing scholarship in the field? Does the scholar bring the necessary skills to his or her work? Does the scholar bring together the resources necessary to move the project forward? Appropriate Methods Does the scholar use methods appropriate to the goals? Does the scholar apply effectively the methods selected? Does the scholar modify procedures in response to changing circumstances?

122. Task M: Closing Evaluation of Tutorial