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Michel A. Wattiaux [email protected]
Department of Dairy Science, UW-Madison
Getting Scholarly Teaching Projects Published
2010 ADSA-PSA-AMPA-CSAS-WSASAS-ASAS, Denver, CO ,July 13, 2010
Teaching Symposium
“Surviving Promotion and Tenure with a Teaching Appointment”
Outline• Introduction: What it feels like to have a high teaching
responsibility in a Research / Doctoral University.
• Excellence in Teaching vs. Scholarship of Teaching and Learning (SoTL).
• Example of a “scholarly approach” to teaching and learning.
• Where and what to publish? (Not all journals are created equal)
• Types (Orientations) of SoTL
• What do faculty say about teaching-related authorship?
• Concluding thoughts
Excellence in Teaching : How Does it Feel?Le
vel o
fE
xpec
tatio
n
Primary area of Excellence Research
Research Instruction Research Instruction
Primary area of “Excellence”Instruction
Documentation of “Excellence” in Teaching in a Tenure Package at the UW-Madison.
• Student evaluations;
• Mentor teaching evaluations;
• Peer-review of teaching (mandatory);
• Invited presentations on teaching, especially outside the institution;
• Outside, arm’s-length evaluations by peers with nationally-recognized expertise in teaching… asked to comment on the broader impact of the candidate’s teaching scholarship;
• Course materials (syllabus, reading, etc.).
NRC. 2010. pp 62-63 In: Transforming Agricultural Education For a Changing World. Nt’l. Ac. Press.
In addition to teaching well and often, candidates for tenure based on excellence in teaching must also demonstrate significant peer-reviewed scholarly contributions to teaching, usually research and publications on teaching. If grants support this research, grant panel evaluations and comments should also be included in the package.
Outline• Introduction: What it feels like to have a high teaching
responsibility in a Research / Doctoral University.
• Excellence in Teaching vs. Scholarship of Teaching and Learning (SoTL).
• Example of a “scholarly approach” to teaching and learning.
• Where and what to publish? (Not all journals are created equal)
• Types (Orientations) of SoTL
• What do faculty say about teaching-related authorship?
• Concluding thoughts
Scholarship of Teaching and Learning Educational Scientists vs. Faculty’s perspectives
Item
Kreber C. 2002. Higher Education 46:93-121Kreber C. 2002. Higher Education 46:93-121
PEd. Sci. Faculty
1: On a scale of 1= Strongly disagree to 7 = Strongly agree.
Mean Score1
24. Every faculty member that teaches is a scholarof teaching ………………..………………………. <.011.0 1.5
Excellence vs. Scholarship
Kreber, C. 2002. Innovative Higher Education 27:5-23
Excellence Scholarship
1. What are the sources of information relied upon as “building blocks” of pedagogical knowledge?
Own experience(trial and error).
Literature,“publications,”conferences, etc.
2. What is the focus of the instructor’s reflection?
What “works” / does not work in the class as a whole.
Address a specific issue in their own teaching.
Excellence vs. Scholarship
Kreber, C. 2002. Innovative Higher Education 27:5-23
Excellence Scholarship
3. Who do the instructor communicate their teaching and learning insights to?
No one, there are no dissemination of insights
Teaching is a “private business.”
Insights are being shared in the form of publications Teaching is a
“public business.”
4. Who are the beneficiaries of the instructor’s knowledge in teaching and learning?
a) Studentsb) One-selfc) Limited circle of colleagues.
a) Studentsb) One-selfc) Broad circle
of colleagues.
Excellence vs. Scholarship
Kreber, C. 2002. Innovative Higher Education 27:5-23
Excellence Scholarship
Great course evaluations;
Recognize past “mistakes”;
“Knows” what works to help students learn their topics;
Great course evaluations;
Looks for new insights;
Collect data systematically to assess student learning;
Volunteered posters, abstracts, or talks, on multiple campuses and at meetings of professional organizations (frequently).
“Formal” (anonymous) peer-reviewed publications.
Scholarship of Teaching and Learning Educational Scientists vs. Faculty’s perspectives
Item
18. The scholarship of teaching is an activity that, in the context of promoting student learning, meets each of the following criteria:• It requires high levels of disciplinary expertise,• It breaks new ground and is innovative,• Can be replicated and elaborated,• Can be peer-reviewed,• Has significant impact…………………………… <.016.1 5.3
Kreber C. 2002. Higher Education 46:93-121Kreber C. 2002. Higher Education 46:93-121
PEd. Sci. Faculty
1: On a scale of 1= Strongly disagree to 7 = Strongly agree.
Mean Score1
You don’t have to be an “educational scientist”, but you have to collect “data”
Modified from Paulsen, M. B. 2001. New Directions for Teaching and Learning 86:19-29
Reflective Practices
CourseEvaluations
FacultyDevelopment
Pedagogical Content Knowledge
TraditionalEducational
Research
PedagogicalKnowledge
TraditionalDisciplinaryResearch
Content Knowledge
CAT; Data Collection
“Publications”Student learning
Outline• Introduction: What it feels like to have a high teaching
responsibility in a Research / Doctoral University.
• Excellence in Teaching vs. Scholarship of Teaching and Learning (SoTL).
• Example of a “scholarly approach” to teaching and learning.
• Where and what to publish? (Not all journals are created equal)
• Types (Orientations) of SoTL
• What do faculty say about teaching-related authorship?
• Concluding thoughts
Example: Ruminant Nutrition(Dy Sci. & An. Sci 414)
• Third and last nutrition course taken by juniors, seniors and a few graduate students;
• Learning objective states that “Students will gain practical knowledge and critical thinking skills in evaluating dairy rations.”
• Project 1 = Commercial Product Evaluation
• Project 2 = “Real-world” Dairy Ration Evaluation.
Class Schedule
Example: “Project 1” in Ruminant Nutrition(Dy Sci. & An. Sci 414)
To provide students with an opportunity to:
• Evaluate claims made by commercial feed companies;
• Review literature on a topic of their own choice/interest;
• Practice oral and written communication skills.
Goal of Project 1:
To what degree would students:
• Believe the activity would help their learning?
• Commit to this learning opportunity?
• Think that the in-class presentations was a good use of class time?
Questions / Issues for successful implementation:
Example: “Project 1” in Ruminant Nutrition(Dy Sci. & An. Sci 414)
Materials and Methods: “Resource materials for students”
Example: “Project 1” in Ruminant Nutrition(Dy Sci. & An. Sci 414)
Materials and Methods: A project template
1: Product Name/Description (2 pts)
2: Recommended Usage (2 pts)
3: Marketing Claims (2 pts)
4: Financial benefit to cost ratio (3 pts)
5: Score Card—What are the facts? (6 pts)
6: Recommendations (3 pts)
7: Citations (2 pts)
Example: “Project 1” in Ruminant Nutrition(Dy Sci. & An. Sci 414)
Materials and Methods: Students attend World Dairy Expo (in person or on the internet).
Example: “Project 1” in Ruminant Nutrition(Dy Sci. & An. Sci 414)
Materials and Methods: Oral presentations in class
Silage Inoculants
New-born calf products
Animal Health
Feed Ingredients
additives
Example: “Project 1” in Ruminant Nutrition(Dy Sci. & An. Sci 414)
Materials and Methods: A 15 min. project evaluation was conducted in-class immediately after the last presentation.
Class, Date, etc.
Survey (anonymous ID), Class standing.
Quantitative data.
Qualitative data.
Example: “Project 1” in Ruminant Nutrition(Dy Sci. & An. Sci 414)
Not at all
A Little
Somewhat A lot
A great deal
1. To what degree did this assignment help you learn? .. 1 2 3 4 5 6 7 8 9 10
2. To what degree did you commit to this educational opportunity? …………………………………………… 1 2 3 4 5 6 7 8 9 10
3. In-class student presentations was a good use of classroom time ……………………………………… 1 2 3 4 5 6 7 8 9 10
4. This project should be expanded to provide students with the opportunity to explore their topics in more depth (learning from independent literature sources) …………. 1 2 3 4 5 6 7 8 9 10
5. This project should be expanded to provide students with the opportunity to work in teams 1 2 3 4 5 6 7 8 9 10
6. This assignment should be repeated in future class 1 2 3 4 5 6 7 8 9 10
7. Would it be a good idea to have you write a 2-3 page summary paper on a closely related topic as a take-home exam for this class? 1 2 3 4 5 6 7 8 9 10
Materials and Methods: Evaluation Instrument — Quantitative Data
Example: “Project 1” in Ruminant Nutrition(Dy Sci. & An. Sci 414)
Materials and Methods: Evaluation Instrument — Qualitative Data
8. What did you like the most about this assignment? More specifically, what part of the assignment was the most useful to you and why?
9. What change(s) would you suggest to improve the quality of this assignment for future classes?
Example: “Project 1” in Ruminant Nutrition(Dy Sci. & An. Sci 414)
Results: Quantitative (selected) Data
Survey) Item 1 Item 2 Item 3 Item 4 Item 5 Item 6 Item 7 AVG
2 8 6 8 10 9 10 10 8.7
4 8 7 6 1 1 8 1 4.6
5 8 10 8 9 9 9 9 8.9
9 9 10 10 9 5 10 9 8.9
19 5 10 7 1 1 5 1 4.3
20 7 7 7 3 3 7 2 5.1
23 8 10 7 8 7 10 10 8.6
. . . . . . . . .
Average 7.4 7.7 6.8 5.4 5.1 8.7 5.7
Agreement A lot A lot Somewhat Somewhat Somewhat A lot Somewhat
Stdev. 1.5 1.6 1.5 2.8 2.9 1.6 3.2
Consensus High High High Low Low High Very low
Example: “Project 1” in Ruminant Nutrition(Dy Sci. & An. Sci 414)
Results— Qualitative Data
8. What did you like the most about this assignment? More specifically, what part of the assignment was the most useful to you and why?
• Variety of products and need to investigate claims thoroughly
• I like the independent research. I think It is a practical project, because this is what farmers should be doing before using a product;
• It was fun to analyze a product, but I think that this took too much class time. Perhaps…
• That I was able to work around world Dairy Expo and talk to a lot of salesman and pick the right product that I wanted to do that was the most interesting to me.
• Etc…
Example: “Project 1” in Ruminant Nutrition(Dy Sci. & An. Sci 414)
Results— Qualitative Data
9. What change(s) would you suggest to improve the quality of this assignment for future classes?
• None, maybe in teams would be a little more interesting;
• Work in groups;
• Give us more time to work on it. Most of us are Dairy Science Majors and have a lot of responsibility during WDE;
• Stricter page limits; I did not go over the front/back and felt at a disadvantage [relative to] those who had 4-5 pages;
• I thought that it was pretty good just the way It is;
• Etc…
Outline• Introduction: What it feels like to have a high teaching
responsibility in a Research / Doctoral University.
• Excellence in Teaching vs. Scholarship of Teaching and Learning (SoTL).
• Example of a “scholarly approach” to teaching and learning.
• Where and what to publish? (Not all journals are created equal)
• Types (Orientations) of SoTL
• What do faculty say about teaching-related authorship?
• Concluding thoughts
Where To Publish?
• Question 1: Would this project be accepted for publication in Journal of Animal Science or Journal of Dairy Science? Please explain.
• Question 2: Could you list at least two Journals that would accept such “research” for publication?
• Question 3: In which Journal does this “research” best fit for publication and why?
Instructions:1)Introduce yourself to a person seated near you and discuss the following questions assuming that “project 1” described above was repeated in 2 or 3 consecutive years2)Be prepared to share your views with the audience (in 2 min.)
LECTURE BREAK: ACTIVITY
Peer-Review Publications on Teaching and Learning (1985-2010 Agricola Database)
Source
JDS, JAS, and PS.
AJ, CS, and SSA
Education
NACTA
JNRLSE
E
E= Entries in the Journal
39,502
22,251
763
372
220
A= “Undergraduate” or “Higher Education”
E+A
39
5
84
E+A+T
12
3
124
30
T= “Teaching”
E+A+L
12
0
39
34
L= “Learning”
E+A+S
S= Communication skill*, or leadership skill* or critical think*,or decision-mak* or Problem-solv*
10
0
19
15
Compilation of SoTL Publication Outlets
Journal of Natural Resources & Life Sciences Education
North American Colleges and Teachers of Agriculture
The Journal of Agricultural Education and Extension
The Journal on Excellence in College Teaching
International Journal for the Scholarship of Teaching and Learning (IJ-SoTL)
International Journal of Teaching and Learning in Higher Education (IJTLHE)
Innovative Higher Education
The Teaching Professor
Outline• Introduction: What it feels like to have a high teaching
responsibility in a Research / Doctoral University.
• Excellence in Teaching vs. Scholarship of Teaching and Learning (SoTL).
• Example of a “scholarly approach” to teaching and learning.
• Where and what to publish? (Not all journals are created equal)
• Types (Orientations) of SoTL
• What do faculty say about teaching-related authorship?
• Concluding thoughts
“Type” or “Orientation” of Publishable SoTL Projects
“Quasi-Objective”Quantitative
Predictive
“Interpretive”QualitativeDescriptive
How is human behavior viewed?
- “Behaviorist”;- Natural forces shape behavior and human responds to extrinsic motivations (stimuli / response);- I assume I will find lots of similarities
-“Constructivist”- Human make conscious choices and responds to intrinsic motivations(each student is unique);- I assume I will find lots of differences.
“Type” or “Orientation” of Publishable SoTL Projects
“Quasi-Objective”Quantitative
Predictive
“Interpretive”QualitativeDescriptive
How is human behavior viewed?
- “Behaviorist”;- Natural forces shape behavior and human responds to extrinsic motivations (stimuli / response);- I assume I will find lots of similarities
-“Constructivist”- Human make conscious choices and responds to intrinsic motivations(each student is unique);- I assume I will find lots of differences.
What goals are we striving for?
- Explain and Predict;- Delineate “cause and effect” relations;- Create “generalizable” Knowledge.
- Understand and interpret meaning;- Reveal complexities (interactions);- Create “deep” insights.
“Type” or “Orientation” of Publishable SoTL Projects
“Quasi-Objective”Quantitative
Predictive
“Interpretive”QualitativeDescriptive
How is human behavior viewed?
- “Behaviorist”;- Natural forces shape behavior and human responds to extrinsic motivations (stimuli / response);- I assume I will find lots of similarities
-“Constructivist”- Human make conscious choices and responds to intrinsic motivations(each student is unique);- I assume I will find lots of differences.
What goals are we striving for?
- Explain and Predict;- Delineate “cause and effect” relations;- Create “generalizable” Knowledge.
- Understand and interpret meaning;- Reveal complexities (interactions);- Create “deep” insights.
What research methods are used?
- Follows an experimental design; - Pre vs. post tests; Survey tools;- Quantitative (statistical) analysis;
-No design per se;- Interviews, focus groups;- Qualitative interpretations.
“Type” or “Orientation” of Publishable SoTL Projects
“Quasi-Objective”Quantitative
Predictive
“Interpretive”QualitativeDescriptive
How is human behavior viewed?
- “Behaviorist”;- Natural forces shape behavior and human responds to extrinsic motivations (stimuli / response);- I assume I will find lots of similarities
-“Constructivist”- Human make conscious choices and responds to intrinsic motivations(each student is unique);- I assume I will find lots of differences.
What goals are we striving for?
- Explain and Predict;- Delineate “cause and effect” relations;- Create “generalizable” Knowledge.
- Understand and interpret meaning;- Reveal complexities (interactions);- Create “deep” insights.
What research methods are used?
- Follows an experimental design; - Pre vs. post tests; Survey tools;- Quantitative (statistical) analysis;
-No design per se;- Interviews, focus groups;- Qualitative interpretations.
Strengths and limitations
- Hypothesis testing as a way to describe what “works”- Useful and practical - Detached and overly “objective”
- Rhetorical new insights in describing “what is”- No expectation to provide answers.- Difficult if not impossible to validate.
Outline• Introduction: What it feels like to have a high teaching
responsibility in a Research / Doctoral University.
• Excellence in Teaching vs. Scholarship of Teaching and Learning (SoTL).
• Example of a “scholarly approach” to teaching and learning.
• Where and what to publish? (Not all journals are created equal)
• Types (Orientations) of SoTL
• What do faculty say about teaching-related authorship?
• Concluding thoughts
Excellence in Teaching for Promotion and Tenure in Animal and Dairy Sciences at
Doctoral/Research University: A Faculty Perspective
Wattiaux et al. Journal of Dairy Science. 2010. 93: 3365-3376.
Criteria considered for the Purpose of Promotion and Tenure on the Basis of Excellence in Teaching
21. Students’ evaluation of instructor
22. Students’ evaluation of courses
23. Peer-review (evaluation) of the instructor
24. Peer-review (evaluation) of the course
25. Establishing new courses for curriculum improvement
Item
This is currently considered at my institution (check all that apply)
This should be considered at my institution (check all that apply)
26. Providing students with “course packages”
“Is” “Should”
27. Documenting personal assessment of one’s own teaching (portfolio)
Criteria considered for the Purpose of Promotion and Tenure on the Basis of Excellence in Teaching (cont’d)
30. Authoring peer-reviewed publications
31. Authoring undergraduate textbook or book chapter
32. Obtaining funding for teaching-related projects
33. Organizing / facilitating teaching-related workshops
34. Being recognized for quality of student advising
Item “Is” “Should”
35. Being a member of an editorial board to review teaching manuscripts
28. Presenting abstract at teaching conferences
29. Invited presentation on teaching at conferences
Criteria Currently “Over-emphasized”
Response combination, % Overall, %
Evaluation Criteria(Survey items)
1RRT
IsSd
Is-notSd-not
Is-not Sd
IsSd-not
P value Is Sd
Sd -is
21: Student evaluation of the Instructor
RRT
4864
00
40
4836
<0.01<0.01
96100
5264
-44-36
22: Student evaluation of the course
RRT
4864
00
40
4836
<0.01<0.01
96100
5264
-44-36
30: Authoring peer-reviewed publications
RRT
4041
814
418
4827
<0.010.75
8868
4459
-44-9
31: Authoring undergraduate textbook or book chapter
RRT
4055
1214
414
4418
<0.010.99
8873
4469
-44-4
25: Creating new courses for curriculum development
RRT
4018
827
841
4414
0.02 0.15
8432
4859
-36 27
32: Obtaining funding for teaching-related projects
RRT
4450
8 5
827
4018
0.03 0.75
8468
5277
-32 9
1R = Those who believe that research is more important than teaching at their institution (n=25); RT = Those who believe that teaching is equally important or more important than research at their institution (total n=22);
Criteria for which No Difference was Detected
Response combination, % Overall, %
Evaluation Criteria(Survey items)
RRT
IsSd
Is-notSd-not
Is-not Sd
IsSd-not
P value Is Sd
Sd -is
35: Being on editorial board to review manuscripts
RRT
3632
1223
1232
4014
0.09 0.34
7646
4864
-28 18
29: Invited presentation on teaching at conferences
RRT
4027
1223
1632
3218
0.39 0.55
7245
5659
-16 14
28: Presenting an abstract at teaching conferences
RRT
3627
2023
2027
2423
0.99 0.99
6050
5654
-4 4
23: Peer-review (evaluation) of the instructor
RRT
3636
414
2827
3223
0.99 0.99
6859
6463
-4 4
33: Organizing facilitating teaching workshops
RRT
4427
2036
1227
249
0.51 0.27
6836
5654
-1218
24: Peer-review (evaluation) of the course
RRT
2023
814
4041
3223
0.82 0.42
5246
6064
-818
34: Recognition for quality of student advising
RRT
3241
49
3636
2814
0.800.23
6055
6877
-8-22
Criteria Currently “Under-emphasized”
Response combination, % Overall, %
Evaluation Criteria(Survey items)
1RRT
IsSd
Is-notSd-not
Is-not Sd
IsSd-not
P value Is Sd
Sd -is
26: Providing students with “course packages”
RRT
2418
2441
2436
28 5
0.99 0.04
5223
4854
-431
27: Documenting personal assessment of one’s own teaching (portfolio)
RRT
2018
2818
2459
28 5
0.99<0.01
4823
4477
-454
1R = Those who believe that research is more important than teaching at their institution (n=25); RT = Those who believe that teaching is equally important or more important than research at their institution (total n=22);
Outline• Introduction: What it feels like to have a high teaching
responsibility in a Research / Doctoral University.
• Excellence in Teaching vs. Scholarship of Teaching and Learning (SoTL).
• Example of a “scholarly approach” to teaching and learning.
• Where and what to publish? (Not all journals are created equal)
• Types (Orientations) of SoTL
• What do faculty say about teaching-related authorship?
• Concluding thoughts
Excellence vs. Scholarship and Publications
Excellence Scholarship
Extent of the review process & public access
Higher review process and public access makes for higher level of “performance” of the instructor as a “Scholar”
1. Printed course packages
2. Teaching Abstracts
3. Peer-reviewed manuscript
4. Text book
5. Portfolio
Types of “Publication”
5
1
2
43
Concluding Thoughts
• Concerns about the scope of inference (generalizability) should NOT stop you from collecting the data!
• It’s the right thing to do !
• Good scholarly research in teaching creates powerful stories that resonate with people (my story is not “THE” truth, it is “A” truth; Anonymous).
• We need more teaching publications:
• Teachers of science accept in education what is done traditionally, although they experiment continually in their own fields in the hope of contributing to change (Ruth 1935).
Concluding Thoughts:A Plea for Quality Teaching-related Publications
• Taylor and Kaufman (1983) published a 75-yr review of the teaching literature in (Journal of) Animal Sciences. They concluded:
• … that educators of the 1980’s were “reinventing the wheel” (p 172) as what was considered new in teaching and learning had been registered in the literature more than five decades earlier.
• … the “fine screen of reviewers” (p 173) was the main reason for the paucity of teaching-related publications between 1930 and 1980.
• … that it would have been unforgivable had the same review process prevented teaching-related publications of the earlier years.
Questions?
Note: This presentation and related literature will be posted at:
http://dairynutrient.wisc.edu/
http://dairynutrient.wisc.edu/page.php?id=87