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Less testsLess readingMore study guidesMore learning aidsMore practice Exams/quizzesMore examples
Should they
get them?
It’s an empirical question
“The essence of skillful teaching lies in the teacher constantly researching how her students are experiencing learning and then making pedagogical decisions informed by the insights she gains from the students’ responses.”
—Stephen D. Brookfield
What is it?Why Do it?WarningsExamples.Doing it.
Intentional, systematic reflections on teaching and learning …
[Scholarly Teaching]
…resulting in peer-reviewed products made public.
[Scholarship of Teaching & Learning-SoTL]
Pedagogical Research (PR, Gurung & Schwartz, 2009)
[More on definitions: Irons & Buskist (2008); Pan (2009); Smith (2008)]
Solve mysteriesUnderstandGain perspective Inform the Public/AdministrationGalvanize your teaching
Implicit indicator of teaching focus Involve students in their own learning
SoTL
Going Through Motions
Sincere Teaching
Scholarly Teaching
Gurung & Schwartz (2009) adapted from © Richlin 1993Gurung & Schwartz (2009) adapted from © Richlin 1993
Design Design Classroom Classroom ResearchResearch
KNOWLEDGE BASE KNOWLEDGE BASE ABOUT ABOUT
TEACHING/ TEACHING/ LEARNINGLEARNING
Scholarship Scholarship of Teachingof Teaching
Assess SuccessAssess Success
PublicationPublication Peer ReviewPeer Review
Scholarly TeachingScholarly TeachingReflection onReflection on
Teaching/LearningTeaching/Learning
Share resultsShare results
PresentationPresentation
Individual results may vary.
Individual results may vary.
0 0.2 0.4 0.6
ACT/SAT
Highsch
SES
Skills
Self-efficacy
Commitment
Goals
Motivation
Robbins, Lauver, Le, Davis, Langley, & Carlstrom (2004)
What’s my question?What’s been done?
What’s missing?Replicate or Innovate?Design, Conduct, Assess ImplementShare
Check the literature
Implement(& Publish)
Ask the Question
Design a study
Collect Data
Scrutinize Teaching
and Learning
Think about and write down: One problem you encounter in your
coursessuch as:A student behavior you would like to change
A learning objective you want to better achieve
No (Noppe, 2007)Partial notes are better (Cornelius & Owen-
DeSchryver, 2008) But…
Unlimited access = higher grades (Hove & Corcoran, 2008)
Truman (2005) Field (2008)
Choose own groups. (Chapman, Meuter, Toy, & Wright, 2006).
Somewhat (Morling, McAuliffe, Cohen, &
DiLorenzo, 2008).
Yes Cuseo (2007)
Not Really Gurung, & Beyer
(2009)
No !Hattie (2009)
Routine in class quizzing (Connor-Greene, 2000;Taraban, Maki & Rynearson, 1999).
Introduce study strategies/goals (Fleming, 2002)
Active note taking (Katayama, Shambaugh,& Doctor, 2005).
Reading material before class (Solomon, 1979; Uskul & Eaton, 2005).
Move from lectures to cooperative groups
Engage problem-based learning in a class
Add a case study approach to a course Introduce service-learning components Address a variety of learning styles Teach without a textbook Have students construct learning
portfolios
Increase the amount of writing, music, visuals, or reflection used in class
Use wireless responders (clickers) Make more use of the Web Use groups for two or three weeks
Think about and write down: One problem you encounter in your
courses
What solution might you use to address the problem?
Problem: Problem: Students do not come to class Students do not come to class prepared to discuss the reading prepared to discuss the reading material.material.
Possible Solution:Possible Solution: Use unannounced Use unannounced extra credit quizzes in class.extra credit quizzes in class.
Assessment:Assessment:Higher exams scoresHigher exams scoresMore discussion in class/Less time More discussion in class/Less time lecturinglecturing
Example:Example:
Pre- and Post-surveys Retention over the termJournal evidenceStudent discussion
increasesStudent preparation
improvesStudent evaluations
improvePortfolio showcasing
student workClassroom assessment
techniques
Defines assessment
Includes the Teaching Goals Inventory (TGI)
Provides project examples
Connects your goals to CATs
Quantitative survey scores course exam,
project, paper scores
frequencies of multiple choice test item responses
standardized scales and tests
counts (participation, web requests, office visits)
measures of time use
institutional research data
Qualitative
performances interviews focus groups student projects
term papers essay items exams
reflective statements journals reports of others
Know what has been done on the topic
Design before you start Keep it simple Obtain IRB approval Network Find Funding
“The growth of any craft depends on shared practice and honest dialogue among the people who do it. We grow by private trial and error, to be sure – but our willingness to try, and fail, as individuals is severely limited when we are not supported by a community
that encourages such risks.” —Parker J. Palmer
Poster sessions on your campus: invite the academic vice president, president
ON-campus presentation to colleagues Teaching conference on your campus Conferences in your discipline, regional
and national Lilly Conferences on College Teaching
Newsletters (The Teaching Professor, National Teaching and Learning Forum)
Magazines (College Teaching, Liberal Education, About Campus, Change)
Journals in your discipline (see www.libraries.iub.edu/index.php?pageId=3213)
Journals across disciplines (Journal of Higher Education, Journal on Excellence in College Teaching, Innovative Higher Education)
Online publications (MountainRise, JoSoTL)
define the problem clearly indicate why it was a problem establish a baseline prior to your research include review of relevant literature provide evidence of change, assessment
of results-go beyond believing that it worked
discuss ways to improve future research in the area