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The College Classroom collegeclassroom.ucsd.edu Peter Newbury Fall 2013
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The College Classroom
December 4 and 6, 2013
Week 10: Teaching as Research and Success in an Educational Career
with special guests
Beth Simon, Ph.D.
LSOE, Computer Science and Engineering
Sr Associate Director for Learning Sciences and Technology, Center for
Teaching Development
Valerie Ramey, Ph.D.
Professor, Economics
Today
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1. Teaching as research (TAR)
2. Success in an Educational Career (Beth)
3. Final project: microteaching
Categories of Educational Research [1]
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Theoretical research
Action or practitioner research
Evaluative Experimental
'Cause and effect' research
Case study
Systematic review Exploratory
Comparative
Grounded theory
Ethnography
Your posts: Education research in
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• philosophy
• organic chemistry
• economics of education
• sociology in med school
• engineering
• sociology of teaching
• biochemistry
• chemistry moocs
• educational psychology
• entrepreneurship
• anthropology
• MOOCS in higher ed
• engineering
• human geography
• oceanography
• applied ethics
• neuroscience
• science self-efficacy
• chemistry
• MOOCs
• history
• biology
• anthropology
• sociology
• chemistry
• genetics
• and more…
Improved Learning in a Large-Enrollment Physics Class
Deslauriers, Schelew & Wieman (2011)
Week 12: PPT lectures +
clickers as usual
Week 12: New instructors
use pre-reading, reading
quizzes, clickers, worksheets,
instructor feedback
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Control Section Experimental Section
Weeks 1-11: PPT lectures + summative clicker qs
Week 11: BEMA [3] concept test + CLASS [4]
Weeks 13: both classes given access to Experimental section resources
Week 13: 12 question test (Experimental)
Improved Learning in a Large-Enrollment Physics Class
Deslauriers, Schelew & Wieman (2011)
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Table 1: Measures of student perceptions, behaviors, and knowledge.
*Average value of multiple measurements carried out in a 2-week interval before the experiment.
Engagement also varies over location in the classroom; numbers given are spatial and temporal averages.
Control Section Experimental Section
Improved Learning in a Large-Enrollment Physics Class
Deslauriers, Schelew & Wieman (2011)
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What is the value of course-specific learning goals?
Simon & Taylor (2009)
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3 classes (A = computer literacy Fa07, B = computer
literacy Sp08, C = microbiology Sp08)
Last week of course (Wk 13): students asked to
complete up to five copies of, “For me, the use of
learning goals in this course is . . .”
Comments put into categories using content-analysis
based coding
A B C total
Comments 225 252 120 597
Students 59 76 51 186
(Evaluative)
What is the value of course-specific learning goals?
Simon & Taylor (2009)
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Teaching as Research (TAR)
Scholarship of Teaching and Learning (SoTL)
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The improvement of teaching and learning is a dynamic
and ongoing process, just as is research in any discipline.
At the core of improving teaching and learning is the
need to accurately determine what students have learned
as a result of teaching practices. This is a research
problem, to which instructors* can effectively apply their
research skills and ways of knowing.
CIRTL Network [6]
In its original form, this passage refers to “STEM instructors” but it applies to all
disciplines, not just science, tech, engineering and math.
Teaching as Research (TAR)
Scholarship of Teaching and Learning (SoTL)
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Teaching-as-Research involves the deliberate, systematic,
and reflective use of research methods to develop and
implement teaching practices that advance the learning
experiences and outcomes of students and teachers.
Participants in teaching-as-research apply a research
approach to their teaching practice.
CIRTL Network [6]
Conceptual steps in the TAR process are:
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1. Learning foundational knowledge.
What is known about the teaching practice?
2. Creating objectives for student learning.
What do we want students to learn?
3. Developing an hypothesis for practices to achieve
the learning objectives.
How can we help students succeed with the learning
objectives?
4. Defining measures of success.
What evidence will we need to determine whether students
have achieved learning objectives?
Conceptual steps in the TAR process are:
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5. Developing and implementing teaching practices
within an experimental design.
What will we do in and out of the classroom to enable
students to achieve learning objectives?
6. Collecting and analyzing data.
How will we collect and analyze information to determine
what students have learned?
7. Reflecting, evaluating, and iterating.
How will we use what we learned to improve our teaching?
8. Sharing the results.
How can we inform the community of our findings?
CIRTL Network [6]
Design a TAR project (in 10 minutes)
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1. One person at your table, pick a discipline and a
question to explore
2. Everyone together, sketch/draft/outline a research
project to explore that question.
use the whiteboard to summarize the project
be prepared to share your project
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(Image: Petra – Road block by Magh on flickr CC)
Institutional Review Board (IRB)
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Humans are involved in teaching-as-research. Human
subjects ethics approval from the IRB may be required.
analyze students’ test answers
video of yourself
(no students visible)
concept test
pre- and post-
middle of term survey
(eg, keep quit start KQS)
collect gender, ethnic,
socioeconomic data
video with identifiable
features of students
students’ other
classes, majors
survey
monkey
protection of privacy
Institutional Review Board (IRB)
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irb.ucsd.edu
irb.ucsd.edu/Exemption_fact_sheet.pdf
www.hhs.gov/ohrp/policy/checklists/decisioncharts.html
Play it safe…
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If you’re considering a teaching-as-research project,
consult with the Institution’s research ethics people.
Inform your Department Chair but don’t proceed only on
his/her approval – likely untrained in human-subjects
research ethics
Think carefully about an experiment that puts any
student(s) at a disadvantage – if it’s known an
instructional strategy works, you can’t (ethically) remove
that strategy from your instruction.
Summer Graduate Teaching Scholars will have an opportunity to
perform teaching-as-research in their Summer Session courses.
Success in an Educational Career
Education as PART of your career
Academic at Primarily Undergraduate Institution (PUI)
What if I want to do research in “education” in my field
What is needed/valued for promotion at PUIs
Grants in DBER (discipline-based education research)
Academic at (more) R1-type institutions
Can I afford to “do well” at teaching
Broader Impact in research grants
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Overview: Types of Institutions
Primarily Undergrad Institutions
3 courses per term
Variety of courses
Hired to replace someone else
Research REQUIRED – how will you involve undergrads?
More research-focused institutions
1 course per term?
Teaching well a “plus” (not enough to overcome not meeting research expectations)
AAU and PCAST initiatives
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TAR for Beth has been
Studies of pre-conceptions of computing students
Studies of Peer Instruction and student learning,
retention, experience
Studies of assessments/exams
Studies of new software developers in industry
Studies of debugging
Studies of educational technology (Tablet PCs –
Ubiquitous Presenter)
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Who funds TAR?
NSF alone
TUES in Dept of Undergrad Education
(Transforming Undergraduate Education in STEM)
Get advice before you write your first one
Go to a workshop on how to review NSF proposals
NSF and NIH as “broader impact”
Go to a workshop on how to review NSF proposals
Ask your Center for Teaching for help on the BI component
Ask on CIRTL alum network
Partner with someone active in DBER at a PUI (fellow grad,
local institution)
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Succeeding as an Educator:
Practicalities
Getting started (your first class)
Spend time early – reap benefits
Don’t: “I’ll START with lecture, then switch”
You won’t (who has time to invest twice)
Better to make mistakes early (show improvement!)
Literature supports you! (see AAU and PCAST reports
later)
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Succeeding as an Educator:
Practicalities
Center for Teaching…
Get all lecture materials (including exams) from
someone at YOUR institution
Faculty Learning Communities
Commitment to year-long project
Build connections – do this early – year 1!
(saves immense amount of work and stress)
New Physics and Astronomy Workshop (your dept
chair applies for you)
Both R1 and PUI…
Know any others? collegeclassroom.ucsd.edu #tccucsd
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Succeeding as an Educator:
Practicalities
When you start to get jaded/when your colleague says, “Students these days…”
So did Plato…
But society seems to have improved…
“Students don’t learn the way they used to…”
Learning Styles: Debunked
See excellent review of learning styles vs “multiple intelligences” at http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/10/16/howard-gardner-multiple-intelligences-are-not-learning-styles/
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Succeeding as an Educator:
Practicalities
Reflective Teaching: Your promotion and tenure file
Teaching Philosophy… but practical
Review of courses you have taught
Identify what you did (provide examples)
Identify/document impacts
Identify what worked
Identify SOMETHING to improve (we aren’t perfect until
we’re dead)
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Questions!!!!
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Final Project:
Microteaching Experience
Microteaching: Create a lesson
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You’re NOT going to teach it. Instead, you’re going to
talk about it with your colleagues. Why?
teaching is only 1 part of a complete lesson: planning,
writing, before class, teaching, after class,…
I don’t want you “spend hours perfecting the visuals
[while] the content is very weak” (from Week 5:
Assessment)
feedback on entire lesson plan
practice talking about teaching with colleagues
Microteaching lesson
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1. learning outcomes
2. pre-reading assignment
3. pre-reading quiz
4. lesson outline
5. suggestions for assessment
Between December 9 -13, we’ll meet in small groups and you’ll talk for 10 minutes about your lesson.
Check the College Classroom blog for all the details of what to include and to schedule your presentation.
After your microteaching presentation…
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1. You’ll be asked to complete a surveymonkey survey
that both gives us feedback about TCC and assesses
(roughly) your grasp of the content.
2. When that’s complete, you’ll receive a Certificate of
Participation with a description of the course you
can put in your CV, teaching statement, etc.
References
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1. Lambert, M. (2012). A Beginner's Guide to Doing Your Education Research Project. Thousand Oaks, CA: SAGE Publications Inc. via Tomorrow’s Professor cgi.stanford.edu/~dept-ctl/tomprof/posting.php?ID=1233
2. Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved Learning in a Large-Enrollment Physics Class. Science, 332, 603, 862-864. DOI: 10.1126/science.1201783
3. Ding, L., Chabay, R., Sherwood, B., & Beichner, R. (2006). Evaluating an electricity and magnetism assessment tool: Brief electricity and magnetism assessment (BEMA). Phys. Rev. ST Phys. Educ. Res. 2, 010105.
4. Adams, W.K., Perkins, K.K., Podolefsky, N.S., Dubson, M., Finkelstein, N.D., & Wieman, C.E. (2006) A new instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey (CLASS). Phys. Rev. ST Phys. Educ. Res. 2, 010101.
5. Simon, B., & Taylor, J. (2009). What is the Value of Course-Specific Learning Goals? Journal of College Science Teaching, 39, 2, 52-57.
6. Center for the Integration of Research, Teaching and Learning (2010) Teaching as Research. www.cirtl.net/CoreIdeas/teaching_as_research