The Scholarship of Teaching & Learning :

The Scholarship of Teaching & Learning:

The State of the Art

Scholarship of Teaching and Learning – Ontario Working Group

Martha Crealock Nancy Fenton, McMaster University

Pamela Gravestock, University of TorontoEmily Greenleaf, University of Toronto

Ken Meadows, University of Western OntarioCarol Rolheiser, University of Toronto

Nicola Simmons, University of WaterlooElaine Van Melle, Queen’s University

Pre Conference WorkshopToronto, Ontario 23 June 2010

SoTL: State of the Art SoTL Ontario Working Group

Welcome & Introductions


Session Overview & Objectives

Activities & Agenda:

History and Definitions of SoTL


Description of SoTL

Is not synonymous with excellent teaching. It requires a kind of "going meta," in which faculty frame and systematically investigate questions related to student learning” (Hutchings & Shulman, 1999)

“ The scholarship of teaching and learning goes beyond scholarly teaching and involves systematic study of teaching and/or learning and the public sharing and review of such work through presentations, performance, or publications. ” (McKinney, 2004)

“SOTL is scholarly inquiry into student learning which advances the practice of teaching by sharing this research

publicly” (Wikipedia, 2010)


Description of SoTL

The chief aim of SoTL, through its lens on the processes of teaching and learning within and across courses, is to contribute to practitioners’ understanding of these processes.

Scholarly teaching makes use of the literature to improve practice

SoTL uses empirical study to improve practice and to further contribute to the literature


History of SoTL: This is a new field!

• 1990 – Boyer’s Scholarship Reconsidered

• 2004 - ISSoTL formed

• 2004 - STLHE added Advancing SoTL as ‘pillar’

• 2005 - STLHE Leadership Forum

• 2006 - STLHE position paper on SoTL

• 2008 – STLHE SoTL Advisory Panel formed

• 2009 – Partnership between STLHE and ISSoTL

• 2009 - SoTL Ontario formed

• 2010 – 2nd SoTL Leadership Forum

• 2010 – Canadian Journal for the Scholarship of Teaching and Learning launched

• 2010 – June 15 – Google “Scholarship of Teaching and Learning” = 76,200 hits


The Canadian SoTL Context

As I listened to my colleagues describe the initiatives that were underway in their own countries, I was struck by the nature of the movement in Canada. In Canada there have been no multi-million dollar SoTL programs, foundations, centres of excellence, or granting councils established for supporting this important work. We also have no government mandated requirements for preparing PhD students or new faculty for their teaching roles or ensuring some minimal level of exposure to the pedagogical literature.

“grass roots”

(Christensen-Hughes, 2006)


Regional, National, International SoTL

International Society for the Scholarship of Teaching and Learning (ISSoTL)Gary Poole, President ElectElaine Van Melle, Vice President, CanadaNancy Randall, Past VP, CanadaNicola Simmons, Canadian Membership Rep.

International Society for the Scholarship of Teaching and Learning (ISSoTL)Gary Poole, President ElectElaine Van Melle, Vice President, CanadaNancy Randall, Past VP, CanadaNicola Simmons, Canadian Membership Rep.

Society for Teaching and Learning in Higher Education (STLHE)Nicola Simmons, VP, SoTL PortfolioArshad Ahmad, President ElectTeresa Dawson, EDC ChairRichard Gale, Past Board MemberAnne Marie Grandtner, Board memberEileen Herteis, Past Board MemberGary Poole, Past President (2 presidents ago)Lynn Taylor, Past VP, SoTLMargaret Wilson, Past Board Member

Society for Teaching and Learning in Higher Education (STLHE)Nicola Simmons, VP, SoTL PortfolioArshad Ahmad, President ElectTeresa Dawson, EDC ChairRichard Gale, Past Board MemberAnne Marie Grandtner, Board memberEileen Herteis, Past Board MemberGary Poole, Past President (2 presidents ago)Lynn Taylor, Past VP, SoTLMargaret Wilson, Past Board Member

SoTL OntarioNicola Simmons, UW (Catalyst)Martha CrealockFred Evers, GuelphNancy Fenton, McMasterPam Gravestock, UofTEmily Greenleaf, UofTKen Meadows, UWOCarol Rolheiser, UofTSue Vajoczki, McMasterNjoki Wane, UofT/OISERos Woodhouse, York

SoTL OntarioNicola Simmons, UW (Catalyst)Martha CrealockFred Evers, GuelphNancy Fenton, McMasterPam Gravestock, UofTEmily Greenleaf, UofTKen Meadows, UWOCarol Rolheiser, UofTSue Vajoczki, McMasterNjoki Wane, UofT/OISERos Woodhouse, York

Council of Ontario Educational Developers (COED)(SoTL Group)Pam Gravestock, UofT, Vice-ChairJudy Britnell, RyersonMartha Crealock, IndependentNancy Fenton, McMasterPam Gravestock, UofTCarol Rolheiser, UofTNicola Simmons, UWSue Vajoczki, McMasterNjoki Wane, UofT/OISE

Council of Ontario Educational Developers (COED)(SoTL Group)Pam Gravestock, UofT, Vice-ChairJudy Britnell, RyersonMartha Crealock, IndependentNancy Fenton, McMasterPam Gravestock, UofTCarol Rolheiser, UofTNicola Simmons, UWSue Vajoczki, McMasterNjoki Wane, UofT/OISE

STLHE SoTL Advisory Panel Nicola Simmons, UW (Chair)Arshad Ahmad, Concordia; Teresa Dawson Uvic; Richard Gale, Mount Royal U; Anne Marie Grandtner, Quebec; Pam Gravestock, UofT; Eileen Herteis, Mt. Allison; Annemarieke Hoesktra, NAIT; Ken Meadows, UWO; Tom Miller, CMECGary Poole, UBC; Nancy Randall, VIULynn Taylor, Dalhousie; Elaine Van Melle, Queen’s; Margaret Wilson, NorQuest

STLHE SoTL Advisory Panel Nicola Simmons, UW (Chair)Arshad Ahmad, Concordia; Teresa Dawson Uvic; Richard Gale, Mount Royal U; Anne Marie Grandtner, Quebec; Pam Gravestock, UofT; Eileen Herteis, Mt. Allison; Annemarieke Hoesktra, NAIT; Ken Meadows, UWO; Tom Miller, CMECGary Poole, UBC; Nancy Randall, VIULynn Taylor, Dalhousie; Elaine Van Melle, Queen’s; Margaret Wilson, NorQuest


References

Boyer, E. L. (1990). Scholarship reconsidered. The Carnegie Foundation for the Advancement of Teaching. San Francisco: Jossey-Bass. Full text available at http://www.pnc.edu/te/FACCOMM/BoyerScholarshipReconsidered.pdf

Christensen-Hughes, J. (2006). The scholarship of teaching and learning: A Canadian perspective. Society for Teaching and Learning in Higher Education. Available at http://www.stlhe.ca/pdf/SoTLCanadianPerspectiveJan06.pdf

Hutchings, P., & Shulman, L. S. (1999). The scholarship of teaching: New

elaborations, new developments. Change, 31(5), 10-15.

ISSoTL History (2009). Available at http://www.issotl.org/history.html

McKinney, K. (2004). The scholarship of teaching and learning: Past lessons, current challenges, and future visions. To Improve the Academy, 22.

Wikipedia (2010). The scholarship of teaching and learning. http://en.wikipedia.org/wiki/Scholarship_of_Teaching_and_Learning


Situating the Scholarship of Teaching and Learning within the Field of Educational Research

- General types of educational research

- General types of methodologies in educational research

- The importance of a systematic approach- Principles for educational

research as scientific evidence-based inquiry

- Summary of six standards for scholarship

- Toward better descriptions of innovations

Elaine Van Melle, Queen’s University


Situating SoTL in the field of ER

Disclaimer:

This material represents the opinion of the author and is intended for mature audiences only.

Viewer discretion is strongly advised!


Rationale

•Lack of clarity in the field regarding:

Educational Scholarship versus

Educational Research

• Theory - Practice divide • SoTL characterized as ‘less credible’

activity


SoTL as less ‘credible’

Norman, G. (2007). How bad is medical education research anyway?

Criticism of SoTL = “Not rigorous”


SoTL as less ‘credible’

“. . . people who think of quality of educational research in terms of a narrow taxonomy with RCT at the top are simply betraying their inadequate training in educational research”

Norman, G. (2007). How bad is medical education research anyway?

Criticism of SoTL = “Not rigorous”


Starting Point: ER is not a singular entity

Three phases of Educational Research

Phase I: Basic II: Applied III: Action

1900-1950’s

1960’s-1970’s

1980’s& beyond

Nisbet, J. (2005). What is Educational Research?


‘Action-Oriented’ replaces ‘Action Research’

Phase I: Basic II: Applied III: Action – Oriented

Small, L, & Uttall, L. (2005). Action-Oriented Research

Action-Oriented Research is . . .a methodological approach for doing collaborative research with practitioners and community partners that can inform practice, programs, community development & policy while contributing to the scientific knowledge base.


Situating SoTL in the Field of ER

SoTL = Action-Oriented Research

Phase I: Basic II: Applied III: Action-Oriented

Who Educational Researchers

Educational Researchers

Practitioners

For whom


Policy Makers & Administrators

Education Community

Why Theory development

Program changes Change teaching & learning


So What?

Action-Oriented Research is highly collaborative


Who Educational Researchers


Practitioners&

EducationalDevelopers/Researchers

You are here


Collaborative partner: No One Way

Education is a field of study

Disciplinary perspectives

• Questions

• Methods

• Procedures Social Sciences: Psychology Sociology Anthropology Management Sciences: Change and Innovation

Shulman, L. (1988). Complementary Methods for Research in Education


No One Way

Importance of a Systematic Approach


McMillan, J.H. & Schumacher, S. (2006). Research in Education .

Common principles for Scientific Evidence-based Inquiry


Implications

Role of those who support SoTL work:

•Standards for a systematic approach

•Knowledgeable – multiple methods - multiple fields - multiple theories

•Create connections

•Boundary spanners

•Reflexive

•Responsive


Implications

Role of those who support SoTL work:

•Standards for a systematic approach

•Knowledgeable – multiple methods - multiple fields - multiple theories

•Create connections

•Boundary spanners

•Reflexive

•Responsive


Components of the SoTL Research Cycle: Facilitated Small Group Discussions

Each group will then be asked to:

1. Brainstorm a list of potential resources, programs and initiatives to support that component of the SoTL research cycle.

2. Develop an in-depth plan for one of these resources, programs or supports. (Suggested timeline – 9:55am-10:25am)

Each small group facilitator will lead their group through a discussion about that component of the SoTL research cycle. (Suggested timeline – 9:45am-9:55am)

Each group will be given flip chart paper to sketch out their plans. These will be collected at the end of the session to build a resource that will be shared after the conference.


BREAK - 10:25 – 10:40

At the conclusion of the small group discussions, each facilitator will present their group’s plan to thelarger group.

This will include an overview of the best practices or priorities identified by the small group in order to provide members of other groups with an overview of all issues. (10:40am-11:15am)


Knowing what we know now…

Strengths & Challenges in Current Practice

With a colleague, discuss for 8 minutes what you feel your institution is doing well, and what might be some gaps in your institution’s support for SoTL.


Knowing what we know now…

Top 10 Actions that Will Make a Difference in

Moving

SoTL Forward Within an Institution


Top 10 Actions that Will Make a Difference in Moving SoTL Forward Within an Institution

1. 2. 3. 4.5.6.7.8.9.10.


Documents

The Scholarship of Teaching & Learning :