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)



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.




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


Provide leadership in teaching such as organizing events for faculty development


Engage in disciplinary and multidisciplinary teaching associations


Grow in the understanding of the complexity of teaching/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


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 disciplinary and multidisciplinary teaching associations

Publish and make presentations about teaching/learning


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.


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.


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





