Getting Started with the Scholarship of Teaching and Learning ADLT 673, Spring 2017 Class Session 2 – February 2, 2017
Getting Started with the Scholarship of
Teaching and Learning
ADLT 673, Spring 2017Class Session 2 – February 2, 2017
Continuum of Growth Toward SoTLDevelop personal
knowledge about one’s own teaching and student
learning
Weston & McAlpine (2001)
Continuum of Growth Toward SoTLDevelop personal
knowledge about one’s own teaching and student
learning
Reflect on teaching
Intentionally evaluate teaching to make improvements
Read and learn about underlying principles of teaching and learning
Engage in teaching development activities
Can demonstrate validity of teaching/learning knowledge through assessment by students, peers, etc.
Weston & McAlpine (2001)
Continuum of Growth Toward SoTLDevelop personal
knowledge about one’s own teaching and student
learning
Develop and exchange knowledge about
teaching/learning with colleagues
Reflect on teaching Engage colleagues in conversation that make explicit pedagogical content knowledge
Intentionally evaluate teaching to make improvements
Mentor other teachers
Read and learn about underlying principles of teaching and learning
Provide leadership in teaching such as organizing events for faculty development
Engage in teaching development activities
Engage in disciplinary and multidisciplinary teaching associations
Can demonstrate validity of teaching/learning knowledge through assessment by students, peers, etc.
Grow in the understanding of the complexity of teaching/learning
Weston & McAlpine (2001)
Continuum of Growth Toward SoTLDevelop personal
knowledge about one’s own teaching and student
learning
Develop and exchange knowledge about
teaching/learning with colleagues
Develop and exchange knowledge about
teaching/learning that has significance and impact
Reflect on teaching Engage colleagues in conversation that make explicit pedagogical content knowledge
Draw on existing literature to inform conceptual and hypothesis-driven research
Intentionally evaluate own teaching to make improvements
Mentor other teachers Obtain funding for research on teaching
Read and learn about underlying principles of teaching and learning
Provide leadership in teaching such as organizing events for faculty development
Carry out research on teaching using an approach consistent with its goals
Engage in teaching development activities
Engage in disciplinary and multidisciplinary teaching associations
Publish and make presentations about teaching/learning
Can demonstrate validity of teaching/learning knowledge through assessment by students, peers, etc.
Grow in the understanding of the complexity of teaching/learning
Develop comprehensive knowledge of the research and literature on teaching and learning
Weston & McAlpine (2001)
SoTL involves systematic, literature-based inquiry into processes and outcomes involved with teaching and learning
SoTL may follow the standards and practices delineated by the scientific method:
a) systematic observations, b) well-developed operations, c) accurate data analyses, d) evidence-based conclusions
Glassick et al. 1997; McKinney 2004; Shulman 1999
SoTL generates a product that is peer-reviewed on the basis of whether that product contributes new knowledge to the field and/or invites conceptual replication
SoTL products /activities are presented publically for others to build upon
Engagement in SoTL provides an opportunity for personal/professional reflection on teaching and learning
Glassick et al. 1997; McKinney 2004; Shulman,1999
1. Is the following is a SoTL activity? An analysis of student test scores is provided to course faculty to demonstrate material that needs to be emphasized during an upcoming interactive case study.
A. YesB. No C. Maybe
2. Is the following is a SoTL activity? A residency program director gives a lecture to the interns on improving quality and safety in patient care. In the weeks following the lecture, the program director tracks the number of documented medical errors and “near misses” on the service.
Her goal is to submit a proposal to an upcoming conference.
A. YesB. No C. Maybe
3. Is the following is a SoTL activity?
An article published in the Journal of Dental Education, describes the outcomes of a qualitative analysis involving 1,382 student responses over a 4-year period. Repeated student surveys and focus groups were used to collect student perceptions of recent curricular changes at one US dental school.
Journal of Dental Education is a peer-reviewed monthly journal.
A. YesB. No C. Maybe
How do you get started designing scholarship in teaching and learning?
Quantitative methods• Does? Is (are)? Can? Should?
Qualitative methods• What?• Why?• How?
Mixed methods• How?
“Rule of Thumb” for SoTL Methods and Questions: Let your question lead the way!
Post-course designs
Before and after studies
Controlled before and after
studies
Randomized controlled trials
(RCTs)
Longitudinal studies that test
specific variables over
time
Quantitative Designs
Qualitative DesignsEthnography
Phenomenology
Grounded Theory
Case Studies
Action Research
Qualitative Research & Evidence Based PracticeCan help bridge the gap between scientific evidence and clinical practice
Findings provide rigorous accounts of treatment regimens in everyday contexts
Can help us understand the barriers to using evidence based medicine, and its limitations in informing decisions about treatment
Recognizing the limits of evidence based medicine does not imply a rejection of research evidence but awareness that different research questions require different kinds of research
Green & Britten, 1998, p. 1230
Rigor and Quality in ResearchQuantitative Qualitative• Internal Validity
• External Validity
• Reliability
• Objectivity
• Credibility (truth value)
• Transferability (applicability)
• Dependability (consistency)
• Confirmability (neutrality)
What is the Quantitative – Qualitative Debate?
Does this debate continue today in medical education?
Why do you think it is (or is not) fruitful?
What type of research have you traditionally considered more rigorous?
How, if at all, do you think quantitative research contributes to qualitative research?
How, if at all do you think qualitative research contributes to quantitative research?
Are there examples of research topics that might be better suited for one approach or another?
Contributions of Qualitative Research to Mixed Methods Studies
Determining variables for a quantitative study
Giving voice to under-represented or under-researched individuals
Providing context to a sample
Taking account how people feel and construct their experiences and why these matter
Formulating interventions
Contributing to community engagement and social change
Exploring surprising findings or negative results
Exploring constructs or variables that are unknown
Offering explanation to quantitative findings
• What are your expectations of research, in general?• What are your expectations of qualitative research?• What is your stance on the qualitative-quantitative
debate?• What are your personal and professional fears and
challenges regarding conducting qualitative inquiry?• How do you see qualitative research as a fit for you as
a health professions educator?
Reflect on the following (individually), then discuss your responses in a small group of 3-4 others:
Research Expectations
Top 10 Points about Qualitative Research
A journey, not a destination
Recognize underpinning
theoretical and
philosophical assumptions
Keep it simple – select a
single idea to study / single
research paradigm
Involve others! Participants,
co-researchers
Let go of your defenses
It’s not just about words /
nor is it “easier”
Quantitative research is not
the enemy
As described in your textbook, Qualitative Inquiry in Clinical and Educational Settings by DG Hays and AA Singh, 2012
Brainstorm ideas how you might design a study to answer your
question.
Revisiting Your Research
Question from a
Methodological Perspective
ReferencesBishop-Clark, C. & Dietz-Uhler, B. (2012). Engaging in the scholarship of teaching and learning. Sterling, VA: Stylus. Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching. Carlyle, K. E. (2014, February 17). Research paradigms in education. Presentation made to the TiME program. Glassick, C. E. (2000). Boyer’s expanded definition of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching. Academic Medicine, 75 (9).Glassick, C. E., Huber, M.T., & Maeroff, G. I. (1997). Scholarship assessed: Evaluation of the professoriate. San Francisco, Ca: Jossey-Bass. Green, J. & Britton, N.(1998). Qualitative research and evidence-based medicine. British Medical Journal, 316(7139), 1230-1232.Gurung, R. A. R, & Wilson, J. H. (2013, Winter). Advancing scholarly research on teaching and learning. New Directions for Teaching and Learning, No. 136. San Francisco, CA: Wiley Publishing. Hays, D. G., & Singh, A.A. (2012). Qualitative inquiry in clinical and educational settings. Guilford Press.McKinney, K. (2004). What is the scholarship of teaching and learning (SoTL) in higher education? Presentation made at Illinois State University.Paulsen, M. B. (2001). The relation between research and the scholarship of teaching. In C. Kreber (Ed.), Scholarship revisited: Perspectives on the scholarship of teaching and Learning. New Directions for Teaching and Learning, No. 86, 19-20. San Francisco, CA: Jossey-Bass.Richlin, L. (2001, Summer). Scholarly Teaching and the scholarship of teaching. New Directions for Teaching and Learning, No. 86. San Francisco, CA: Wiley Publishing.Schlesinger, J. (2013). Photos of VCU School of Medicine faculty.Shulman, L. S. (1999, July/August). Taking learning seriously. Change, 31(4), 10-17.Weston, C. B., & McAlpine, L. (2001, Summer). Making explicit the development toward the scholarship of teaching. New Directions for Teaching and Learning. San Francisco, CA: Wiley Publishing. Witman, P. D., & Richlin, L. (2007). The status of the scholarship of teaching and learning in the discipline. International Journal for the Scholarship of Teaching and Learning, 1(1), 13. available at http://digitalcommons.georgiasouthern.edu/ij-sotl/vol1/iss1/14.