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Framing a Theory-Grounded Research Agenda Related to FACULTY

Framing a Theory-Grounded Research Agenda Related to FACULTY Patti H. Clayton, Mary Price, Lisa McGuire. IUPUI Series on Service Learning Research. Research on Service Learning: Conceptual Frameworks and Assessment Vol 2A: Students & Faculty Vol 2B: Communities, Institutions, &

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Framing a Theory-Grounded Research Agenda Related to FACULTY

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  1. Framing a Theory-Grounded Research Agenda Related to FACULTY Patti H. Clayton, Mary Price, Lisa McGuire

  2. IUPUI Series on Service Learning Research • Research on Service Learning: Conceptual Frameworks and Assessment Vol 2A: Students & Faculty Vol 2B: Communities, Institutions, & Partnerships (Stylus 2013)

  3. Focusing on theory “Bringle(2003) has advocated for theory from cognate areas to be clearly used as a basis of research. These could include theories from psychology about motivation, interpersonal relationships, and cognitive and moral development; from business about interorganizational relationships, leadership, and change management; from philosophy about value systems and decision-making; from political theory about individual and collective action; from history about social movements; from communication about conflict resolution.”

  4. Focusing on theory “The theory or conceptual framework might precede the data collection, or it might emerge from or be modified based on data analysis and interpretation. Procedures for measuring quantitative or qualitative aspects of attributes do not stand alone, and their meaningfulness is often a function of how solidly they are situated in theory.”

  5. Research on Service Learning: Conceptual Frameworks and Assessment • I. STUDENTS • II. FACULTY • III. COMMUNITIES • IV. INSTITUTIONS • V. PARTNERSHIPS

  6. Section: FACULTY • Faculty development • Faculty motivations • Faculty learning

  7. Chapter template • Theoretical / conceptual frameworks • Critical review of past research • Measurement approaches and instruments • Implications for practice • Future research agenda • Recommended reading Lets do some of this same thinking together ….

  8. Critical review of research to date: FACULTY (+) (Δ) Participants? Authors?

  9. Investigating Faculty Development for Service Learning Mary F. Price Service Learning Specialist IUPUI Center for Service and Learning

  10. IUPUI SERIES ON SERVICE LEARNING RESEARCH The Field of Faculty Development POD NETWORK— Professional and Organizational Development in Higher Education

  11. What interventions have you used at your unit/campus to build an instructor’s capacity to effectively use SL pedagogy?

  12. IUPUI SERIES ON SERVICE LEARNING RESEARCH Sample Interventions • Consultations (one-on-one/group) • Workshops • Grants • Learning Communities/Communities of Practice • Online modules • Service Event • Change in assignment • Others?????

  13. Current Approach to Research/ Evaluation on SL Outcomes

  14. IUPUI SERIES ON SERVICE LEARNING RESEARCH Five Critical Levels of Professional Development Evaluation (Guskey 2000)

  15. IUPUI SERIES ON SERVICE LEARNING RESEARCH Some Questions Faculty Developers Ask? What faculty development strategies are most effective with faculty: • at different stages, • in different roles, • with different conceptual frameworks for service (e.g. Morton [charity, project-based, social change]), • from different disciplines, • with different learning styles, • Dimensions of social identity (race, ethnicity, class, gender, etc.) How would I design interventions that will engage and promote learning among the various groups of instructors that are in line with X goals (campus, discipline, individual)?

  16. Experiential Learning Cycle for Instructors (Dewey 1933; Lewin 1947; Schon 1983,)

  17. That foster improved relationships with community members • That will lead to improved community outcomes and/ or • That will improve student learning outcomes. and/ or Proposed Approach to Research/Evaluation on SL Outcomes with Faculty Development Included and/ or

  18. IUPUI SERIES ON SERVICE LEARNING RESEARCH How should/would I (re)design a faculty intervention to advance/achieve X outcome? Key Questions What artifacts will I collect to track learning/change relevant to X outcome?

  19. What evidence do you have that your intervention with instructors contributed to: • Improved student learning outcomes in the discipline? • Improved teaching practice? • Improved the retention of underrepresented faculty at your institution? • Improved relationships between your campus and the communities your institution serves? • Improved the quality of life in ________.

  20. What evidence do you have that your intervention with instructors in dept. X contributedto: • Improved student learning outcomes in the discipline? • Improved teaching practice in the discipline? • Deepened integration of civic learning into the curriculum? • Increased the number of faculty engaged in creative activity/scholarship on SL/CE?

  21. Theoretical Perspectives on Faculty Learning in Service Learning Lisa E. McGuire, Associate Professor and Director of the BSW Program IUPUI Campus Indiana University School of Social Work

  22. IUPUI SERIES ON SERVICE LEARNING RESEARCH Faculty Learning in Service Learning Concept of Reciprocity – among students, community members and faculty Focus on FACULTY Learning – “involves inquiring into the content of faculty members’ learning and the processes through which they learn” (p. 246)

  23. IUPUI SERIES ON SERVICE LEARNING RESEARCH Faculty Learning in Service Learning Similar to student learning, faculty may learn: • Meta-cognition • Academic (content) • Civic learning • Personal growth (personal identity) • Inter-cultural competency

  24. IUPUI SERIES ON SERVICE LEARNING RESEARCH 3 Categories of Frameworks to View Faculty Learning • Faculty Identity as a Learner • Process of Faculty Learning • Dynamics of Co-learning

  25. IUPUI SERIES ON SERVICE LEARNING RESEARCH Faculty Identity as a Learner Faculty Learning as ONE part of faculty professional development (O’Meara, Terosky and Newman, 2008) • Agency • Relationships • Commitments • Learning “Service learning is conceptualized here as having the potential for significant faculty learning … in part because of its intentional … counter-normative nature, its use of critical reflection on experience, … and its insistence on critical thinking (p. 249).

  26. IUPUI SERIES ON SERVICE LEARNING RESEARCH Content/Process Perspective of Faculty Learning These theories/conceptual frameworks focus on the CONTENT and the PROCESS of faculty learning Content may include: definition of service learning, partnering with community, designing reflection and assessing student learning (Bringle & Hatcher, 1995) But what about the PROCESS?

  27. IUPUI SERIES ON SERVICE LEARNING RESEARCH Process of Faculty Learning:3 Theories on Learning Process

  28. IUPUI SERIES ON SERVICE LEARNING RESEARCH Faculty as Co-Learners Roots in adult education/critical pedagogy: “The teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with student-teachers. The teacher is no longer merely the-one-who-teaches, but one who is … taught in dialogue with the students (Friere, 1970, p. 80)

  29. IUPUI SERIES ON SERVICE LEARNING RESEARCH What have you learned from your students? How did you learn it? What have you done with this learning in your teaching?

  30. IUPUI SERIES ON SERVICE LEARNING RESEARCH Faculty as Co-Learners: Practical Example Faculty Learning Community at IUPUI around reflection and critical thinking • Learning about the DEAL model and critical thinking as applied to reflective writing • Faculty participants reviewed and assessed student reflection products to develop skills • Faculty reflected on their learning process (McGuire, et al, 2009)

  31. Learning Syllabi/ assignments Feedback Faculty as Co-Learners: Practical Example (continued) Involvement in the DEAL faculty learning community improved faculty communication with students through: • More specific syllabi and stronger assignments • Improved feedback to students As faculty learned, students learned which increased faculty learning - reciprocity.

  32. IUPUI SERIES ON SERVICE LEARNING RESEARCH Implications for Practice What do you see as implications for teaching service-learning courses? • Opportunities for multiple types of faculty development (informal/formal; self-directed/didactic; FLCs) • Targeting learning toward multiple levels building on process theories (what? how? why/who?) • Emphasis on critical reflection for reciprocal learning • Analysis of power dynamics in the university and community LANGUAGE COUNTS – “for” vs. “with” • Importance of conducting and presenting SoTL

  33. IUPUI SERIES ON SERVICE LEARNING RESEARCH Future Research Agenda What do you see as a research agenda around faculty learning? • What are indicators of faculty identity as learner? As co-learner? • What conditions facilitate faculty identity as learner and/or co-learner? • What are the moderating variables the influence content and/or process of faculty learner? • What is the relationship between student learning outcomes and faculty learning processes? • Are there differences in how faculty learn in their disciplines vs. how they learn S-L pedagogy? • What faculty development interventions are most effective? • What are the obstacles to faculty learning? • How do faculty use knowledge about student learning to facilitate their own learning?

  34. IUPUI SERIES ON SERVICE LEARNING RESEARCH References Ayrgris, C. & Schon, D. (1974). Theory in practice: Increasing professional effectiveness. San Francisco, CA: Jossey-Bass. Bringle, R. & Hatcher, J. (1995). A service learning curriculum for faculty. Michigan Journal of Community Service Learning, 2(1), 112-122. Clayton, P., Hess, G., Jaeger, A., Jameson, J. & McGuire, L. (2013). Theoretical perspectives and research on faculty learning in service learning. In P. Clayton, R. Bringle & J. Hatcher (Eds.) Research on Service Learning: Conceptual frameworks and assessment. Sterling, VA: Stylus. Friere, P. (1970). Pedagogy of the oppressed. New York: Continuum.

  35. IUPUI SERIES ON SERVICE LEARNING RESEARCH References (continued) McGuire, L, Strong, D., Lay, K., Ardemagni, E., Wittberg, P. & Clayton, P. (2009). A case study of faculty learning around reflection: A collaborative faculty development project. In B. Moeley, S.H. Billig & B.A. Holland (Eds.), Creating our identities in service-learning and community engagement (pp. 136-146). Charlotte, NC: Information Age. Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass. O’Meara, K., Terosky, A.L., & Neumann, A. (2—8). Faculty careers and work lives: A professional growth perspective ASHE Higher Education Report, 34(3). San Francisco, CA: Jossey-Bass Taggart, G., & Wilson, A. (2005). Promoting reflective thinking in teachers: 50 action strategies. Thousand Oaks, CA: Corwin Press.

  36. iarslceproceedings2012.wikispaces.com/Framing+a+research+agenda+-+facultyiarslceproceedings2012.wikispaces.com/Framing+a+research+agenda+-+faculty

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