No Skills/ Motivation Entitlement Ignorance Lack Ability Apathy.

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