Getting Started in the Scholarship of Teaching and Learning

Bill BuskistBill Buskist

Auburn UniversityAuburn University

buskiwf@auburn.edubuskiwf@auburn.edu

September 2014September 2014

Today’s Goals. . .ToToday’s Goals. . .To

Define and describe SoTL and to provide Define and describe SoTL and to provide a brief overview of SoTL history a brief overview of SoTL history

Help you create an idea for your own Help you create an idea for your own SoTL researchSoTL research

If we have time, we will work on an If we have time, we will work on an outline for carrying out your project~outline for carrying out your project~

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SoTL is…SoTL is…

Research that investigates the variables, Research that investigates the variables, factors, and contexts that influence factors, and contexts that influence teaching and learning with an emphasis on teaching and learning with an emphasis on understanding and improving bothunderstanding and improving both

This research is shared with others This research is shared with others through presentations and publications~through presentations and publications~

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Three (of Many) Benefits of SoTLThree (of Many) Benefits of SoTL

Directly addresses a question of interest Directly addresses a question of interest about your teaching and students’ learningabout your teaching and students’ learning

Enhances your teaching and your students’ Enhances your teaching and your students’ learning and the overall quality of a learning and the overall quality of a Arkansas Tech educationArkansas Tech education

Provides an opportunity for you to publish Provides an opportunity for you to publish and present scholarly research~and present scholarly research~

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A Small (Very Small)A Small (Very Small)Bit of HistoryBit of History

1990-Present1990-Present SoTL was first known only as the SoTL was first known only as the

“scholarship of teaching”“scholarship of teaching” SoTL became “SoTL” later as the SoTL became “SoTL” later as the

Carnegie Foundation promoted scholarly Carnegie Foundation promoted scholarly inquiry into the work of the professoriate~inquiry into the work of the professoriate~

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1990: Scholarship Reconsidered1997: Scholarship Assessed2011: Scholarship of Teaching & Learning Reconsidered

An Example of SoTLAn Example of SoTL

Developing a new “system” of teaching~Developing a new “system” of teaching~

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InterteachingInterteaching

Initial research conducted byInitial research conducted by

Bryan Saville (James Madison U.)Bryan Saville (James Madison U.) Was Not Happy with Either Was Not Happy with Either

Class Performance or Level of StudentClass Performance or Level of Student

EngagementEngagement

Saville, B. K., & Zinn, T. E. (2012). Interteaching. In W. Buskist & J. E. Groccia (Eds.) . Evidence-based teaching. New Directions in Teaching and Learning, No. 128. San Francisco, CA: Jossey-Bass.

Interteaching—ComponentsInterteaching—Components

Instructor-produced “prep” guidesInstructor-produced “prep” guides(active learning component)(active learning component)

In class, students form discussion pairs to In class, students form discussion pairs to discuss the prep guide questionsdiscuss the prep guide questions(active learning component)(active learning component)

Students complete interteaching record sheetsStudents complete interteaching record sheets Teacher provides short “clarifying” lecturesTeacher provides short “clarifying” lectures Students complete “probes” and take traditional Students complete “probes” and take traditional

quizzes/tests~quizzes/tests~

Interteaching—Research ResultsInterteaching—Research Results

Studies have been performed comparing Studies have been performed comparing interteaching classes to traditional lecture classes interteaching classes to traditional lecture classes and by alternating interteaching and lectureand by alternating interteaching and lecture

Students perform better (up to a full letter grade) Students perform better (up to a full letter grade) relative to traditional lecture methods on relative to traditional lecture methods on measures of objective exam performance, measures of objective exam performance, writing, and critical thinkingwriting, and critical thinking

Students show enhanced enjoyment of learning Students show enhanced enjoyment of learning in interteaching~in interteaching~

A Sample of Possible A Sample of Possible SoTL Topics for Study…SoTL Topics for Study…

Textbook UseTextbook Use Use of Text PedagogyUse of Text Pedagogy Note Taking HabitsNote Taking Habits New DemonstrationsNew Demonstrations New PedagogyNew Pedagogy IncivilityIncivility Use of TechnologyUse of Technology

Critical Thinking SkillsCritical Thinking Skills Assessment Tools (Lrn)Assessment Tools (Lrn) Assessment Tools (Tch)Assessment Tools (Tch) Generating DiscussionGenerating Discussion Help Session EffectsHelp Session Effects Classroom DesignClassroom Design Course Design~Course Design~

A Common Dependent MeasureA Common Dependent Measure

Some aspect of student learning—how Some aspect of student learning—how does X change achievement of student does X change achievement of student learning outcomes?learning outcomes?

This idea is central to MOST, but not This idea is central to MOST, but not ALL, SoTL projects~ALL, SoTL projects~

The Workshop Begins:The Workshop Begins:Doing SoTLDoing SoTL

The Process:The Process: Identifying a Problem/QuestionIdentifying a Problem/Question Studying Related ResearchStudying Related Research Creating a Research DesignCreating a Research Design Preparing/Submitting IRBPreparing/Submitting IRB Conducting the ResearchConducting the Research Analyzing the ResultsAnalyzing the Results Sharing the Study Publically Sharing the Study Publically

(Presenting/Publishing)~(Presenting/Publishing)~

Identifying a Problem or Identifying a Problem or Question for SoTL WorkQuestion for SoTL Work

See p. 2 of work sheet.See p. 2 of work sheet. At your table, break into pods of 2-3 people and At your table, break into pods of 2-3 people and

discuss some of the ideas listed on p. 2discuss some of the ideas listed on p. 2 Any of these ideas seem applicable to you?Any of these ideas seem applicable to you? Can you think of other ideas to add to this list?Can you think of other ideas to add to this list? Take 3-4 minutes for discussion and sharing~Take 3-4 minutes for discussion and sharing~

Identifying a Problem or Identifying a Problem or Question for SoTL WorkQuestion for SoTL Work

See p. 3 of work sheetSee p. 3 of work sheet Take 5-6 minutes to complete this pageTake 5-6 minutes to complete this page Offer a descriptive title and a few details about Offer a descriptive title and a few details about

any issues you would like to explore as a any issues you would like to explore as a potential SoTL research project~potential SoTL research project~

Going a Bit Deeper:Going a Bit Deeper:A Methodology PrimerA Methodology Primer

SoTL generally involves two types of research SoTL generally involves two types of research strategies:strategies:– SurveySurvey– Experimental manipulationExperimental manipulation

Going a Bit Deeper:Going a Bit Deeper:A Methodology PrimerA Methodology Primer

Surveys are aimed at gathering Surveys are aimed at gathering descriptions of student study habits, descriptions of student study habits, patterns, attitudes, and perceptions about patterns, attitudes, and perceptions about education and learningeducation and learning

Composed of Likert-type questions or Composed of Likert-type questions or open-ended questionsopen-ended questions

Often correlated to some sort of learning Often correlated to some sort of learning outcome (e.g., test score, final grade)~outcome (e.g., test score, final grade)~

Going a Bit Deeper:Going a Bit Deeper:A Methodology PrimerA Methodology Primer

Some aspect of the learning environment Some aspect of the learning environment is manipulated (IV); some aspect of is manipulated (IV); some aspect of student behavior/output is measured (DV)student behavior/output is measured (DV)

Comparisons can be made across classes Comparisons can be made across classes or within participants~or within participants~

Back to Work—Design Your Study Back to Work—Design Your Study

Any ideas for how you might develop Any ideas for how you might develop your idea into actual research?your idea into actual research?

See pp. 4-6 of handouts~See pp. 4-6 of handouts~