Faculty Applications of Scholarship of Teaching and Learning Research Kathleen McKinney and Patricia Jarvis with the assistance of Denise Faigao.

Faculty Applications of Scholarship of Faculty Applications of Scholarship of

Teaching and Learning ResearchTeaching and Learning Research Kathleen McKinneyKathleen McKinney

andandPatricia Jarvis Patricia Jarvis

with the assistance of Denise Faigaowith the assistance of Denise Faigao

Teaching-Learning ProblemTeaching-Learning Problem

The main function of SoTL is to The main function of SoTL is to improve teaching and enhance improve teaching and enhance student learning. student learning.

Yet, applications of SoTL Yet, applications of SoTL results are often not discussed results are often not discussed in publications/presentations in publications/presentations and are limited by a number of and are limited by a number of problems and gaps problems and gaps

Multiple Levels for Application of Multiple Levels for Application of SoTL are Possible…SoTL are Possible…

Classroom Classroom Program Program DepartmentDepartment Institution Institution DisciplineDiscipline Broader Higher Education Broader Higher Education Contexts Contexts

Gaps or Problems with ApplicationGaps or Problems with Application

Discussions of how the results of SoTL Discussions of how the results of SoTL work are applied are simply not work are applied are simply not included in presented or published included in presented or published work; work;

Application is rarely at levels other Application is rarely at levels other than the individual classroom; than the individual classroom;

Past SoTL knowledge or literature is Past SoTL knowledge or literature is often not used such that SoTL work is often not used such that SoTL work is not always building on what is already not always building on what is already known;known;

Involvement of those who are not Involvement of those who are not contributing original SoTL research in contributing original SoTL research in the application of others’ work is not the application of others’ work is not widespread. widespread.

Some Prior Data on ApplicationSome Prior Data on Application

Carnegie Scholar Survey-Carnegie Scholar Survey-

Ninety-three percent of the Ninety-three percent of the scholars agreed or strongly agreed scholars agreed or strongly agreed with the statement, “I have changed with the statement, “I have changed the design of my courses since the design of my courses since becoming involved in SoTL.” becoming involved in SoTL.” Similarly, 92 percent agreed that “I Similarly, 92 percent agreed that “I have changed the kinds of have changed the kinds of assessments I use in my courses as a assessments I use in my courses as a result of my participation in SoTL.” result of my participation in SoTL.”

More DataMore Data

Illinois State University Illinois State University Faculty Survey-Faculty Survey-

Sixty-three percent of Sixty-three percent of respondents at our institution respondents at our institution said they had “used SoTL (own said they had “used SoTL (own or others) to improve teaching or others) to improve teaching and learning” and learning”

Purpose of this StudyPurpose of this Study

The purpose of this exploratory The purpose of this exploratory and descriptive study was to and descriptive study was to assess the frequency and type assess the frequency and type of concrete applications of of concrete applications of SoTL results to teaching and SoTL results to teaching and learning at one institution. learning at one institution. Respondents’ views of barriers Respondents’ views of barriers to and supports for greater to and supports for greater application were also assessed.application were also assessed.

Methods-Application QuestionnaireMethods-Application Questionnaire

Sample - Twenty Faculty/Teaching Sample - Twenty Faculty/Teaching Staff SoTL Grant Recipients at ISUStaff SoTL Grant Recipients at ISU(2002-2006) contacted. Ten Responded.(2002-2006) contacted. Ten Responded.

Mean Age = 49 80% FemaleMean Age = 49 80% FemaleAvg Yrs Teaching = 15.9Avg Yrs Teaching = 15.9CAS = 40%CAS = 40%CAST = 30%CAST = 30%COB = 20%COB = 20%COE = 10%COE = 10%

Methods-Application QuestionnaireMethods-Application Questionnaire

Measure - Demo ItemsMeasure - Demo Items

Closed and Open Ended QuestionsClosed and Open Ended Questions Application of SoTL Results?Application of SoTL Results?Frequency?Frequency?Level? (Classroom, program, dept.)Level? (Classroom, program, dept.)

Examples of Application of SoTL Examples of Application of SoTL ResultsResultsBarriers to ApplicationBarriers to ApplicationHow Application Valued in department, How Application Valued in department, college, university?college, university?

Methods- Methods- Qualitative Focus Group

Same Sample of grant recipients- 4 in Focus GroupGuiding questions:

What is application of SoTL Findings? What are barriers to doing more application? Describe one change you made to improve

teaching/learning based on SoTL results. What would help you do additional application? What role, if any, does your department or your

department colleagues play in the application of your SoTL work?

Do you think your department, college, or the university uses SoTL results for planning or decision making? Example?

Methods- Previous SoTL Methods- Previous SoTL QuestionnaireQuestionnaire

Relevant items on a 2007 online Relevant items on a 2007 online questionnaire about the status of SoTL questionnaire about the status of SoTL on our campus were analyzed.on our campus were analyzed.

Respondents: 152 (15%) of the fac/staffRespondents: 152 (15%) of the fac/staff Likert Scale: 1=strongly disagree to Likert Scale: 1=strongly disagree to 5=strongly agree on Items:5=strongly agree on Items:– Results from SoTL are used in my departmentResults from SoTL are used in my department– SoTL has practical value for teachersSoTL has practical value for teachers– SoTL has practical value for higher SoTL has practical value for higher educationeducation

Two open-ended itemsTwo open-ended items

Results- Application of SoTL QuestionnaireResults- Application of SoTL Questionnaire

Respondents offered the following changes, Respondents offered the following changes, innovations or improvements made to enhance innovations or improvements made to enhance teaching and learning based on the results or teaching and learning based on the results or implications from their own SoTL grant work:implications from their own SoTL grant work:

– Improved communication, cooperation, and Improved communication, cooperation, and solidarity.solidarity.

– Learned to effectively handle problems.Learned to effectively handle problems.– Let students know different reading strategies Let students know different reading strategies and relate them to learning styles.and relate them to learning styles.

– Used rubrics more for self-assessment of Used rubrics more for self-assessment of students to help support learner autonomy.students to help support learner autonomy.

– Integrated student experiences into study of Integrated student experiences into study of culture on international business.culture on international business.

ResultsResults

– Adapted schedule in on-line class to Adapted schedule in on-line class to reflect learner preferences.reflect learner preferences.

– Added a service-learning component to Added a service-learning component to an additional course.an additional course.

– Changed to fewer lectures, more Changed to fewer lectures, more experiential learning activities.experiential learning activities.

– Used more teacher immediacy behaviors.Used more teacher immediacy behaviors.– Evaluated course assignments to ensure Evaluated course assignments to ensure desired effect.desired effect.

– Realized importance of student feedback Realized importance of student feedback to reevaluate a course.to reevaluate a course.

ResultsResults

Respondents also indicated that the Respondents also indicated that the implications of the results of their SoTL implications of the results of their SoTL small grant work occurred at the following small grant work occurred at the following levels:levels:

ProgramProgram Class/courseClass/course Individual levelsIndividual levels

No one indicated implications of their work No one indicated implications of their work at the departmental level.at the departmental level.

ResultsResults

Respondents offered the following practical Respondents offered the following practical advice for enhancing learner autonomy, a advice for enhancing learner autonomy, a focus of the SoTL work at our institution, focus of the SoTL work at our institution, derived from their SoTL small grant work:derived from their SoTL small grant work:

Students need to learn reading strategies Students need to learn reading strategies and their own learning style.and their own learning style.

Students should be taught to self-assess Students should be taught to self-assess and use that in the future.and use that in the future.

Instructors should emphasize quality of Instructors should emphasize quality of discussions rather than quantity.discussions rather than quantity.

Students do self placement into a course Students do self placement into a course option to help increase learner autonomy.option to help increase learner autonomy.

ResultsResultsStudent participation in an experiential Student participation in an experiential learning activity enhances learner learning activity enhances learner autonomy.autonomy.

Instructors can foster teacher immediacy Instructors can foster teacher immediacy to enhance learner autonomy.to enhance learner autonomy.

Instructors can encourage students to Instructors can encourage students to seek information on their own before seek information on their own before giving it to them.giving it to them.

Students engaging in hands on learning Students engaging in hands on learning is more beneficial for promoting learner is more beneficial for promoting learner autonomy.autonomy.

Instructors having students use Instructors having students use technology can enhance learner autonomy.technology can enhance learner autonomy.

ResultsResults

Respondents indicated that application of Respondents indicated that application of SoTL work would be enhanced if:SoTL work would be enhanced if:

Better Funding AvailableBetter Funding Available More Time for SoTL ResearchMore Time for SoTL Research One could Partner with someone who has One could Partner with someone who has similar SoTL interestssimilar SoTL interests

Contextual variables were also noted as Contextual variables were also noted as supporting and/or hindering applications supporting and/or hindering applications of SoTL Grant results (e.g., no longer of SoTL Grant results (e.g., no longer teaching the course that their SoTL Grant teaching the course that their SoTL Grant concerned or they had changed positions)concerned or they had changed positions)

ResultsResults

Examples of how any SoTL results have been Examples of how any SoTL results have been used at the department, college, or University used at the department, college, or University level(s):level(s):

Influence teaching and learning through Influence teaching and learning through interpersonal contact and co-teachinginterpersonal contact and co-teaching

(Add to) Scholarship of assessment (that) (Add to) Scholarship of assessment (that) had been applied to their professional prep had been applied to their professional prep program and its standard-based assessmentprogram and its standard-based assessment

Evaluate student perceptions of their Evaluate student perceptions of their outcomes-based portfolio assessmentoutcomes-based portfolio assessment

Make decisions about standard grading Make decisions about standard grading criteria for freshman composition coursescriteria for freshman composition courses

Use in accreditation and in revising and Use in accreditation and in revising and updating the University’s strategic plan)updating the University’s strategic plan)

Results- Focus GroupResults- Focus Group

Focus Group Data is still being analyzed but the Focus Group Data is still being analyzed but the following examples of application were noted:following examples of application were noted:

Faculty altered assignments based on SoTL data Faculty altered assignments based on SoTL data from students such that additional time to do from students such that additional time to do library work was offered.library work was offered.

Faculty used SoTL work from an Agriculture Contest Faculty used SoTL work from an Agriculture Contest Project across multiple classes to make course Project across multiple classes to make course content revisions.content revisions.

Faculty allowed students to do self-placement into Faculty allowed students to do self-placement into level of writing classes based on SoTL data. level of writing classes based on SoTL data. Result was increased student satisfaction at the Result was increased student satisfaction at the program level (but not increased grades).program level (but not increased grades).

Results- Status of SoTL Questionnaire- Results- Status of SoTL Questionnaire- Application ItemsApplication Items

Respondents (81%) reported they use SoTL to Respondents (81%) reported they use SoTL to improve teaching/learning. improve teaching/learning.

In response to:In response to: “ “What do you see as the benefits, if any, to What do you see as the benefits, if any, to pursuing the SoTL for faculty, staff, pursuing the SoTL for faculty, staff, students, institutions of higher education, students, institutions of higher education, and/or the community at large?” and/or the community at large?”

93 of the 152 respondents listed 99 93 of the 152 respondents listed 99 benefits. Of these, 62 fell in the category benefits. Of these, 62 fell in the category ‘to improve teaching and learning’‘to improve teaching and learning’

ResultsResults

Sample respondent quotes of examples of SoTL Sample respondent quotes of examples of SoTL applications:applications:

"I read the education journals in chemistry "I read the education journals in chemistry and try to apply some of what has been and try to apply some of what has been published; recently the incorporation of published; recently the incorporation of the ""Molecule of the Week"" into my the ""Molecule of the Week"" into my fundamentals course"fundamentals course"

"I compared two sections of a course, one "I compared two sections of a course, one which used a new pedagogy and one which did which used a new pedagogy and one which did not. I compared the answers to questions at not. I compared the answers to questions at the end of the semester and decided to use the end of the semester and decided to use the new pedagogy again because of the the new pedagogy again because of the demonstrated enhanced learning." demonstrated enhanced learning."

How Have You Applied Results of How Have You Applied Results of SoTL?SoTL?

Let’s share with each other some Let’s share with each other some concrete examples…concrete examples…

Final Comments or QuestionsFinal Comments or Questions