Class 2 so tl overview con't and generating a research question
Transcript of Class 2 so tl overview con't and generating a research question
Getting Started with the Scholarship of Teaching
and Learning
Class 2 – ADLT 673, Fall 2015
Agenda for September 8 John
Cyrus, M.L.I.S.
Tompkins-McCaw
Research and Education Librarian
Examining the
scholarship of teaching
and learning (SoTL) in medical
educationWhat interests
you in your own
teaching and learning
that you want to study?
Developing a research question
Develop a research question for a possible SoTL study
What is the difference between scholarly teaching and SoTL?
How to distinguish between scholarly teaching and the scholarship of teaching
Purpose of scholarly
teaching is to have an impact on teaching and
learning
SoTL results in formal, peer-
reviewed work that becomes
part of the larger
knowledge base on teaching and
learning
Wiman & Richlin (2007)
How do you know if a work is scholarly?
Requires a high level of disciplinary expertise
Charts new territory or is innovative
Provides enough detail to be replicatedProvides documentation of what was done, what was found, or how it could be usedCan be peer-reviewed
Can be judged as being significant or impacting the discipline
What is the scholarship of teaching and learning (SoTL)?
How is it similar to other forms of scholarship?
SoTL involves systematic, literature-based inquiry into processes and outcomes involved with teaching and learning
SoTL follows 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 to contribute 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
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 learningWeston & McAlpine (2001)
A Few Questions Ensure that
the iClicker tool is on
Wait for the question
Choose your answer, A-C
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 an IRB-approved mixed methods study 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. The 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?
Steps in the SoTL Process
Generate the research question
Design the studyCollect the dataAnalyze the dataPresent and publish your
work
What does it take to come up with a good research question?
TimeThoughtful analysis of your
own interests and practical constraints
A thorough review of the literature (in multiple disciplines)
Feedback from trusted colleagues
As a group, brainstorm as many ideas as you can in 10 minutes
Transform your hunches and ideas about teaching and learning into research questions that can be answered empirically.
What do you want to study? Table discussion
Questions that have troubled you about your learners, or those that reflect curiosity about your teaching efforts
How many learners? What level of learner?
Setting? Clinical or classroom?
What literature do you need to explore?
How can you NARROW your question?
International Journal of Teaching and Learning in Higher Education
http://www.isetl.org/ijtlhe/
International Journal for the Scholarship of Teaching and Learning
http://digitalcommons.georgiasouthern.edu/ij-sotl/
Explore Possible Avenues for Publication