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CIRTL – The College Classroom Meeting 8:
Teaching-as-Research
March 17, 2016
Unless otherwise noted, content is licensed under
a Creative Commons Attribution- 3.0 License.
Peter Newbury
Center for Engaged Teaching, UC San Diego
Tom Holme
Department of Chemistry, Iowa State University
collegeclassroom.ucsd.edu
Morning vs. Afternoon
Teaching as research - collegeclassroom.ucsd.edu 2
An instructor thinks the time-of-day affects student
learning. In the Fall, he teaches at 9:00 am. In the Winter,
he teaches the same course at 1:00 pm.
He uses the same final exam for both courses.
To test his hypothesis, he’ll compare the final grades of the
Fall and Winter classes.
Discussion procedure
Teaching as research - collegeclassroom.ucsd.edu 3
1. You’ll be sent to Breakout Rooms 1 thru 6.
(Room 6: please return to the Main Room so we can
hear your conversation.) REMEMBER YOUR ROOM – YOU’LL GO BACK THERE
2. Open a browser window to your Room’s Google doc
3. The person whose first name comes first in the
alphabet will take notes in the Google doc.
4. The person whose first name comes second in the
alphabet will report back to the class.
(We’ll do this 4 or 5 times today and the roles of note-taker and reporter will change each time.)
Teaching as research - collegeclassroom.ucsd.edu 4
Room Google doc
Main Room tinyurl.com/TARMainRoom
Room 1 tinyurl.com/TARRoom1
Room 2 tinyurl.com/TARRoom2
Room 3 tinyurl.com/TARRoom3
Room 4 tinyurl.com/TARRoom4
Room 5 tinyurl.com/TARRoom5
Discussion questions for Breakout Rooms:
• What concerns do you have about the experiment?
• How would you revise the experiment to address those concerns?
5
Scholarly
Teaching
Evaluate document observations summarize evaluation
Deliver deliver learning experiences * assess
learning outcomes * conduct observations
Design formulate big questions * identify learning
outcomes * plan assessment * design learning experiences
Adapted from Gabriele Wienhausen
Teaching as research - collegeclassroom.ucsd.edu
6
Scholarly
Teaching
Study identify key issues * analyze and synthesize
results * put results in context * solicit peer review * publish, present, disseminate
Evaluate document observations summarize evaluation
Deliver deliver learning experiences * assess
learning outcomes * conduct observations
Design formulate big questions * identify learning
outcomes * plan assessment * design learning experiences
Scholarship
of
Teaching
and
Learning
(SoTL)
Adapted from Gabriele Wienhausen
Teaching as research - collegeclassroom.ucsd.edu
7
Scholarly
Teaching
Study identify key issues * analyze and synthesize
results * put results in context * solicit peer review * publish, present, disseminate
Evaluate document observations summarize evaluation
Deliver deliver learning experiences * assess
learning outcomes * conduct observations
Design formulate big questions * identify learning
outcomes * plan assessment * design learning experiences
Scholarship
of
Teaching
and
Learning
(SoTL)
Adapted from Gabriele Wienhausen
Teaching as research - collegeclassroom.ucsd.edu
Teaching as Research (TAR)
Teaching as research
collegeclassroom.ucsd.edu 8
At the core of improving teaching and learning is the need
to accurately determine what students have learned as a result of
teaching practices. This is a research problem, to which instructors
can effectively apply their research skills and ways of knowing. In
so doing, instructors themselves become the agents for change in
teaching and learning.
Teaching-as-Research involves the deliberate, systematic,
and reflective use of research methods to develop and implement
teaching practices that advance the learning experiences and
outcomes of students and teachers.
CIRTL Network [1]
Categories of Educational Research[2]
Teaching as research - collegeclassroom.ucsd.edu 9
Theoretical research
Action or practitioner research
Evaluative Experimental
'Cause and effect' research
Case study
Systematic review
Exploratory
Comparative
Grounded theory
Ethnography
The Effect of Interactive Instruction[3]
Teaching as research - collegeclassroom.ucsd.edu 10
1 2
3 4
What is the value of course-specific learning goals?[4]
Teaching as research - collegeclassroom.ucsd.edu 11
Research informs the
instructors about
how students are
responding
what’s working (or not)
what to use again (or
not)
Helps instructors become
better educators.
Teaching as research - collegeclassroom.ucsd.edu 12
Active learning increases student performance
in science, engineering and mathematics[5]
established active learning
has positive impact on
learning
advances field of education
research: no need to
continue to replicate study
(in STEM)
Your education research posts
Teaching as research - collegeclassroom.ucsd.edu 13
What can you study?
Teaching as research - collegeclassroom.ucsd.edu 14
Students’ knowledge and skills
what are students able to do now that they couldn’t do
before taking the course?
are students thinking more like experts?
Students’ attitudes
what are they initially?
how did they change after you did X?
Depth of knowledge
Teaching as research - collegeclassroom.ucsd.edu 15
A professor wants to find out the depth of her students’
knowledge. She classifies each question on the final exam
as basic, intermediate, or advanced.
After the exam, she’ll look at the students’ success rates on
the 3 levels of questions.
Depth of knowledge
Teaching as research - collegeclassroom.ucsd.edu 16
A professor wants to find out the depth of her students’
knowledge. She classifies each question on the final exam
as basic, intermediate, or advanced.
After the exam, she’ll look at the students’ success rates on
the 3 levels of questions.
Return to your Breakout Room (Main, 1 – 5) and Google doc
• Pick a new note-taker and reporter
• Take notes on “Depth of Knowledge” worksheet in the same
Google doc
PowerPoint or Video?
Teaching as research - collegeclassroom.ucsd.edu 17
A professor wants to determine which is better for
supporting a flipped class "flipped class" where students
prepare before coming to class: PowerPoint slides or video.
In a certain week, students whose last names begin A – L
read through PowerPoint slides before class; students
whose last names begin M – Z watch a video of the
instructor going over the PowerPoint slides. He’ll compare
their performance on the exam questions related to that
week’s material.
PowerPoint or Video?
Teaching as research - collegeclassroom.ucsd.edu 18
A professor wants to determine which is better for
supporting a flipped class "flipped class" where students
prepare before coming to class: PowerPoint slides or video.
In a certain week, students whose last names begin A – L
read through PowerPoint slides before class; students
whose last names begin M – Z watch a video of the
instructor going over the PowerPoint slides. He’ll compare
their performance on the exam questions related to that
week’s material.
Return to your Breakout Room (Main, 1 – 5) and Google doc
• Pick a new note-taker and reporter
• Take notes on “PPT or video” worksheet in the same Google doc
Human Subjects Research[6]
Teaching as research - collegeclassroom.ucsd.edu 19
Research: a systematic investigation, including research
development, testing, and evaluate, designed to develop or
contribute to generalizable knowledge
Human Subject: a living individual about whom an
investigator conducting research obtains
1. data through intervention or interaction with the
individual, or
2. identifiable private information
Ethical principles for research involving
human subjects (Belmont Report[7])
Teaching as research - collegeclassroom.ucsd.edu 20
1. Respect for Persons
Individuals should be treated as autonomous agents and
people with diminished autonomy are entitled to
protection.
This mean the person involved must be capable or
making an informed decision on whether or not to
participate.
Ethical principles for research involving
human subjects (Belmont Report[7])
Teaching as research - collegeclassroom.ucsd.edu 21
2. Beneficence
Persons are treated in an ethical manner not only by
respecting their decisions and protecting them from
harm, but also by making efforts to secure their well-
being. Actions must
do no harm
maximize possible benefits and minimize possible
harms
Ethical principles for research involving
human subjects (Belmont Report[7])
Teaching as research - collegeclassroom.ucsd.edu 22
3. Justice
Who ought to receive the benefits of research and bear
its burdens?
An injustice occurs when some benefit to which a
person is entitled is denied without good reason or
when some burden is imposed unduly.
Teaching-as-Research Scenarios
Teaching as research - collegeclassroom.ucsd.edu 23
With others in your group, try to determine
1. Does the experiment uphold the ethical principles of
respect for persons, beneficence, and justice?
2. If not, are there ways to revise the research question
and/or the experimental design so the research can
proceed?
3. Is it (interesting) research worth doing?
Teaching as research - collegeclassroom.ucsd.edu 24
Room Google doc
Main Room tinyurl.com/TARMainRoom
Room 1 tinyurl.com/TARRoom1
Room 2 tinyurl.com/TARRoom2
Room 3 tinyurl.com/TARRoom3
Room 4 tinyurl.com/TARRoom4
Room 5 tinyurl.com/TARRoom5
Discussion questions for Breakout Rooms:
• Does the experiment uphold the ethical principles of respect for persons, beneficence, and justice?
• How would you revise the experiment to address those concerns?
Gender and Math
Teaching as research - collegeclassroom.ucsd.edu 25
A professor knows there is a belief that women aren’t as
good at math as men. He wants to demonstrate women do
as well as, if not better than, men in math. On the final
exam, men are instructed to solve a certain problem,
women are instructed to solve a different, slightly harder
problem.
The professor will compare the men’s and women’s scores
on their problems.
Return to your Breakout Room (Main, 1 – 5) and Google doc
• Pick a new note-taker and reporter
• Take notes on matching worksheet in the same Google doc
Recognizing students’ diversity
Teaching as research - collegeclassroom.ucsd.edu 26
An instructor recognizes she has a diverse class and wants
to figure out how to adjust her teaching to support each
student. She asks students to complete a background
survey giving their gender, age, race, ethnicity, sexual
orientation, first language, and whether or not they are the
first in their family to go to college. At the end of the
course, she’ll look for correlations with their final grades.
Return to your Breakout Room (Main, 1 – 5) and Google doc
• Pick a new note-taker and reporter
• Take notes on matching worksheet in the same Google doc
Humans are involved in TAR
Teaching as research - collegeclassroom.ucsd.edu 27
Mission of the Institutional Review Board (IRB):
1. Protection of human subjects from physical harm.
2. Protection of your students’ privacy and success.
If you suspect your research could harm students or
their success, you need to talk to your IRB for
approval or an exemption.
Federal Common Rule 45 CFR
46.101(b) grants exemptions to…
Teaching as research - collegeclassroom.ucsd.edu 28
(1) Research conducted in established or commonly accepted
educational settings, involving normal educational practices,
such as (i) research on regular and special education
instructional strategies, or (ii) research on the effectiveness of or
the comparison among instructional techniques, curricula, or
classroom management methods. [8]
Things a scholarly, reflective instructor
might and should do anyway.
Federal Common Rule 45 CFR
46.101(b) grants exemptions to…
Teaching as research - collegeclassroom.ucsd.edu 29
(2) Research involving the use of educational tests (cognitive,
diagnostic, aptitude, achievement), survey procedures,
interview procedures or observation of public behavior, unless:
i. information obtained is recorded in such a manner that
human subjects can be identified, directly or through
identifiers linked to the subjects; and
ii. any disclosure of the human subjects' responses outside the
research could reasonably place the subjects at risk of
criminal or civil liability or be damaging to the subjects'
financial standing, employability, or reputation.[8]
Things a scholarly, reflective instructor
might and should do anyway.
Teaching as research - collegeclassroom.ucsd.edu 30
You can use your skills
as a researcher
in your classroom, too.
Teaching - as - Research
References
Teaching as research - collegeclassroom.ucsd.edu 31
1. Center for the Integration of Research, Teaching and Learning (2010) Teaching as Research.
www.cirtl.net/CoreIdeas/teaching_as_research
2. Lambert, M. (2012). A Beginner's Guide to Doing Your Education Research Project. Thousand Oaks, CA: SAGE
Publications Inc. via Tomorrow’s Professor cgi.stanford.edu/~dept-ctl/tomprof/posting.php?ID=1233
3. Prather, E.E, Rudolph, A.L., Brissenden, G., & Schlingman, W.M. (2009). A national study assessing the teaching and
learning of introductory astronomy. Part I. The effect of interactive instruction. Am. J. Phys. 77, 4, 320-330.
4. Simon, B., & Taylor, J. (2009). What is the Value of Course-Specific Learning Goals? J. College Science Teaching, 39, 2,
52-57.
5. Freeman, S., Eddy, S.L. McDonough, M., Smith, M., Okoroafor, N., Jordt,. H. & Wenderoth, M.P. (2014) Active
learning increases student performance in science, engineering, and mathematics. PNAS 111, 23, 8410–8415.
6. Collaborative Institutional Training Initiative, Module 2 “Students in Research” (CITI) citiprogram.org
7. Belmont Report (1979). The Belmont Report: Ethical principles and guidelines for the protection of human subjects of
research.
8. Basic HHS Policy for Protection of Human Research Subjects, U.S. Department of Health and Human Services,
Code of Federal Regulations
retrieved from www.hhs.gov/ohrp/humansubjects/guidance/45cfr46.html#46.101 3/16/ 2016.