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Involving Faculty in Peer Reviewing of SoTL Manuscripts

Involving Faculty in Peer Reviewing of SoTL Manuscripts. Gregg Wentzell Managing Editor, Journal on Excellence in College Teaching Center for the Enhancement of Learning & Teaching Miami University Oxford, OH 45056 513-529-9265 wentzegw@muohio.edu http://celt.muohio.edu/ject/.

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Involving Faculty in Peer Reviewing of SoTL Manuscripts

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  1. Involving Faculty in Peer Reviewing of SoTL Manuscripts Gregg Wentzell Managing Editor, Journal on Excellence in College Teaching Center for the Enhancement of Learning & Teaching Miami University Oxford, OH 45056 513-529-9265 wentzegw@muohio.edu http://celt.muohio.edu/ject/

  2. Reviewing Two SoTL Submissions Please take out and look over your responses to the two sample manuscripts I e-mailed to you.

  3. Within-Group Discussion of Your Reviews (10 minutes) Discuss among your group the results of your reviews of the two manuscripts: • What did the author do well? • What could be improved? • What feedback would you give to the author? • What would your recommendation be, and why?

  4. Groups Report Out: Discussion (10 minutes) • What did the author do well? • What could be improved? • What feedback would you give to the author? • What would your recommendation be, and why?

  5. Qualities of Successful SoTL Submissions(The Scholarly Process) Successful paper proposals and manuscripts should • define the problem clearly • indicate why it was a problem • establish a baseline • include context of what others have done • show an openness to consider various possible solutions • provide evidence of change, assessment of results, not just “we liked it”

  6. The Biggest Single Difference . . . ...between SoTL and other articles on teaching is EVIDENCE (i.e., data or other results).

  7. Assessment: How Do You Know Your Project Made a Difference? • Pre- and post-surveys of student reaction • Retention • Evidence in your journal (so keep one) • More discussion by students (count) • Better exams/papers/projects • Student evaluations of teaching (SETs) • Student portfolios showcasing their work • Classroom assessment techniques • Teaching Goals Inventory (TGI)(www.uiowa.edu/~centeach/tgi/) • Small-Group Instructional Diagnosis (SGID)

  8. Discussion How can/should we involve faculty in SoTL?

  9. Involving Faculty in SoTL: The Miami U. Model Five Components: Community, and the resulting support for and peer review of projects through group meetings; Scholarly teaching--time to reflect on teaching and investigate and implement a project (FLC members receive one-course release time); Experience with and advice about undertaking scholarly investigations (senior faculty mentors); Potential SoTL (teaching projects); and Venue(s) for making the SoTL public (campus presentations/retreats and the Lilly Conferences.

  10. Journal on Excellence inCollege Teaching Volume 14Number 2 & 32003 Journal on Excellence in College Teaching Special Issue on the Scholarship of Teaching and Learning Volume 14, Numbers 2 & 3 (For the FPLC-SoTL connection see pp. 161-198)

  11. Possible Venues for Publishing the SoTL • Newsletters (The Teaching Professor, National Teaching and Learning Forum) • Magazines (College Teaching, About Campus, Change) • Journals across disciplines (Journal on Excellence in College Teaching, Journal of Higher Education) • Online venues (MountainRise, JoSoTL) • Selected Library Resources on the Scholarship of Teaching and Learning (http://www.indiana.edu/~libsalc/SOTL/)

  12. Thank You for Your Participation Today! Gregg Wentzell Managing Editor Journal on Excellence in College Teaching Center for the Enhancement of Learning & Teaching Miami University Oxford, OH 45056 513-529-9265 wentzegw@muohio.edu

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