Tag Archives: SOTL

RECAP: SoTL Workshop III – Choosing your methodology

[Previous: Workshop II – Research Question and Literature Review]

[prezi id=”hmnfmx6agoz9″]
Prezi: Stetson SoTL Workshop Series

Friday, February 24 in Library Rinker Welcome Center, 306

Workshop Goals

You will …

  1. identify potential methodologies for examining your SoTL research question,
  2. understand what ethical issues can arise in SoTL research across varying methodologies, and
  3. be able to use MentorIRB to submit subsequent proposed SoTL research protocol for review
PREPARE …
  1. review the recap from the first workshop here.
  2. “Mine” the three articles you found to find the methodologies used.
  3. Scan Hubball (2000) – download full text
ENGAGE …

[Review the presentation]
[Workshop3-Handout]

Activity 1: Methodology Round-up

Activity 2: Methodology Free-write & Elevator Pitch

Reflect on your SoTL research question. What method/s will help you answer your research question?

Activity 3: Methodological Approaches and Considerations for SoTL
THINK | PAIR | SHARE

Review Table 1 from Hubble & Clark (2010).

  1. Who are the research subjects?
  2. What are the potential risks?
  3. What ethical issues could arise that must be addressed within the methodology protocol?
Activity 4: Participatory Research Question Gallery Walk & Vote

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Activity 5: IRB Presentation and Q&A

[Download Presentation: Ethical Principles in Research]

ACCOUNTABILITY

  • Ticket out the Door: Enter your current refinement of your research question at:
    https://surveymonkey.com/r/SoTL1
  • Homework: Find two journals and two conferences that would be appropriate venues to disseminate your SoTL work.

Upcoming Dates

  • Mar 31, 2-5pm: Resources & planning for dissemination (IV)
  • Apr 7: SoTL Roundtable at the Colloquium on Teaching & Learning Innovation

Resources

Hubball, H., & Clarke, A. (2010). Diverse Methodological Approaches and Considerations for SoTL in Higher Education. The Canadian Journal for the Scholarship of Teaching and Learning, 1(1). https://doi.org/10.5206/cjsotl-rcacea.2010.1.2

Recap: SoTL Workshop II – Refining your SoTL Question & Starting your Literature Review

[Previous: Workshop I – SoTL 101]

[prezi id=”hmnfmx6agoz9″]
Prezi: Stetson SoTL Workshop Series

Friday, February 3 in Library 25L

Workshop Goals

You will …

  1.  generate keywords to form the basis of a literature search,
  2. refine your SoTL research question by clarifying the conceptual significance of the work and identifying potential stakeholders, and
  3. identify current challenges and develop strategies for your SoTL literature search.
PREPARE …
  1. review the recap from the first workshop here.
  2. submit your SoTL research question to the survey.
  3. bring a single article related to your question.
  4. touch base with your accountability buddy.
  5. read Hutchings (2000).

Additionally, Peter Felton provided references for three articles that provide a range of methods/approaches to their SoTL questions.  I’ve linked them below for your reference.

ENGAGE …

[Review the presentation]
[Workshop2-Handout]

Activity 1: Ice-breaker Jigsaw
  1. You are setting out to find work about your problem but your searches are not fruitful. You suspect you are not finding the right words. What should you do?
  2. You submit for publication and the reviewers identify you missed a large portion of the literature. What should you do?
  3. You want to study something to publish where there are several papers in the early 70’s and nothing since. Is this something you should pursue?

A summary of research questions (included in handout)

  1. What works ..
  2. What is …
  3. Visions of the possible …
  4. New conceptual frameworks …
Activity 2: Frame your SoTL Research question

Ms. Grace Kaletski, Assistant Professor, Learning and Information Literacy Librarian joined the group to talk about the resources available for SoTL in the library, which she has collected into a handy SoTL Research Guide.

TIP of the Day: Did you know that you can add the Stetson library to google scholar?  You will be able to click through to the full text articles if they are available.

REFLECT

ACCOUNTABILITY

Ticket out the door: Reflect on how today’s work may have triggered another iteration of refinement of your research question. Once you are done, before leaving, enter the revised research question at
https://www.surveymonkey.com/r/SoTL1

Homework: “Mine” your article that you brought with you today to find three more articles. Identify the methodologies used in those articles.

Upcoming workshops

  • Feb 24, 2-5pm: Choosing your methodology (III)
  • Mar 31, 2-5pm: Resources & planning for dissemination (IV)
  • Apr 7: SoTL Roundtable at the Colloquium on Teaching & Learning Innovation
Resources
  • Hutchings, P. (2000). Approaching the scholarship of teaching and learning. In Opening Lines: Approaches to the Scholarship of Teaching and Learning. Menlo Park, CA. (download full pdf)
  • Mercer-Mapstone, L. D., & Kuchel, L. J. (2016). Integrating Communication Skills into Undergraduate Science Degrees: A Practical and Evidence-Based Approach. Teaching & Learning Inquiry: The ISSOTL Journal, 4(2), 1–14. https://doi.org/10.20343/teachlearninqu.4.2.11
  • Goldschmidt, M. (2014). Teaching Writing in the Disciplines: Student Perspectives on Learning Genre. Teaching & Learning Inquiry The ISSOTL Journal, 2(2), 25–40. https://doi.org/10.20343/teachlearninqu.2.2.25
  • Bernstein, D., & Greenhoot, A. (2014). Team-Designed Improvement of Writing and Critical Thinking in Large Undergraduate Courses. Teaching & Learning Inquiry The ISSOTL Journal, 2(1), 39–61. https://doi.org/10.20343/teachlearninqu.2.1.39

[Next: Workshop III – Choosing your methodology]

SoTL 101: Re-cap

[prezi id=”hmnfmx6agoz9″]
Prezi: Stetson SoTL Workshop Series
SoTL101 Handout (pdf)

“The Scholarship of Teaching and Learning is the systematic inquiry of student learning using appropriate methodology – informed by prior scholarship – and going public with the results.” ~ Elon Center for Engaged Learning

On January 12, 2017 the Brown Center for Faculty Innovation and Excellence hosted the first of a four-part workshop series designed to guide Stetson faculty through the process of designing and implementing a Scholarship of Teaching and Learning project.

Think-Pair-Share

What distinguishes SoTL from good teaching?  According to Principles of Good SoTL Practice (Felton, 2013), SoTL is …

  • inquiry focused on student learning
  • grounded in context
  • methodologically sound
  • conducted in partnership with students
  • appropriately public

Keynote

Dr. Peter Felten, Elon University
Assistant Provost, Executive Director of the Center for the Advancement of Teaching & Learning & Center for Engaged Learning at Elon University

After an ice-breaker (and some technological challenges), Dr. Peter Felten facilitated a discussion about Scholarship of Teaching and Learning (SoTL). He first defined SoTL and pointed to Principles of Good SoTL Practice (Felten, 2013). He then identified as a “new” field of research and framed it in the context of “new” as a historian and that a recent flurry of activity around SoTL provides great examples of disciplinary sources and interdisciplinary works in the field.

SoTL is anchored in Boyer’s model of Scholarship

Specifically mentioned ..

  • Science/Engineering: National Research Council. (2012). Discipline-based education research: Understanding and improving learning in undergraduate science and engineering. National Academies Press.
  • History: Kelly, T. Mills. Teaching history in the digital age. University of Michigan Press, 2013.
  • Hutchings, P., Huber, M. T., & Ciccone, A. (2011). The scholarship of teaching and learning reconsidered: Institutional integration and impact (Vol. 21). John Wiley & Sons.
  • International Society for the Scholarship of Teaching & Learning (ISSOTL)

SoTL at Elon University

Dr. Felten then provided a brief history of Elon University evolution and learning around SoTL. Like Stetson, Elon faculty and staff were spending a lot of time thinking about good teaching and learning. Faculty at Elon have large teaching loads but were not engaging their efforts and what they were learning about learning into scholarly endeavor. After 10 years of faculty development around SoTL, over 100 peer reviewed publications in all disciplinary areas has resulted. As a result, building community around SoTL is critically important and the Stetson participants in the workshop should identify as pioneers of this work. Peter suggested the following approaches to SoTL:

  • Capitalize and take advantage of disciplinary research skill and methodologies – as this is natural way to conduct the new SoTL work
  • Think broadly about the methodology
    • For example, 2016 Teaching & Learning Inquiry paper – Arts & Humanities Methods (Felten)
    • Frame the question to justify the methodology for smaller numbers of students or human subjects.

Where Researchers Get Stuck

Dr. Felten offered several places where scholars get stuck in the process of making their daily grind scholarly. He identified the primary locus as the “disconnect” between broad questions about student learning and evidence or opportunities/ambitions for the questions that tend to be “small”. He suggested that scholars

  • use the strategies from their professional research to make generalizations
  • focus on “what is” research versus “is the better than this or that” research where the essence of the work is the “thick description” of context to make the work “unique”.

He gave examples of work at Elon. One example was a research study on why specific student demographics were not participating in high impact practices? A total pf 75 juniors/seniors were interviewed and during the process, faculty noted that student interviewers where achieving different outcomes than they were from the interview so the modified the process to only student interviewers. Desiree Porter is a student is co-author of the resulting publication in Change Magazine.

The difference between Discipline and Disciplinary: A response to the Value of SoTL as Scholarship

In response to the general question on how SoTL is valued at different campuses, Felten offered the following questions:

  • What is possible in terms of scholarly endeavor at a university like Stetson?
  • What is important?
  • What is possible in the framing of our T&P guidelines?
  • Have serious faculty conversations occurred about what matters, what counts, and what does not count as scholarship?

Felten noted that it is the responsibility of faculty to distinguish between what is good and bad scholarship and that the conversation about what faculty value as scholarship must be contextualized to Stetson University.

Q&A

The audience submitted questions for Peter …

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Works mentioned

  • Bass, R., & Linkon, S. L. (2008). On the evidence of theory: Close reading as a disciplinary model for writing about teaching and learning. Arts and Humanities in Higher Education, 7(3), 245-261.
  • Wieman, C. E., Rieger, G. W., & Heiner, C. E. (2014). Physics exams that promote collaborative learning. The Physics Teacher, 52(1), 51-53.
  • Lovett, M. C. (2013). Make Exams Worth More Than the Grade: Using Exam Wrappers to Promote Metacognition. Using Reflection and Metacognition to Improve Student Learning, 18-52.
  • University of Rhode Island collaborative exams in anatomy and biology (citation??)
  • Bunnell, S., Felten, P., Marquis, B., Matthews, K., & Abbott, S. (2016). International student perspectives on The ethics of SoTL research. In International Society for the Scholarship of Teaching and Learning (ISSOTL).
  • Felten, P., Bagg, J., Bumbry, M., Hill, J., Hornsby, K., Pratt, M., & Weller, S. (2013). A call for expanding inclusive student engagement in SoTL. Teaching and Learning Inquiry: The ISSOTL Journal, 1(2), 63-74.
  • Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.
  • Project to be published summer 2017 – asking students about ETHICS of SOTL and research interventions

Additional Notes & Advice

  • The Elon Center for Engaged Learning facilitates cross-institutional studies to study a given question across different (or similar) institutional contexts.  Multi-institutional studies tend to involve faculty of the same discipline across institutions.
  • Keep a bright line between grading and research.
  • Don’t punish or reward students for involvement in SoTL research.
  • Involve students in the work.
  • Methods span from qualitative to quantitative to mixed – they often reflect the discipline.

“SoTL is assessment the way faculty want to do it.” ~ Natasha Jankowski, NILOA Case Study

Cruz, L. (2016) Identifies four categories of SoTL in a taxonomy.

Activities

SoTL101 Handout (pdf)

  1. After reading a short scenario, small groups worked in teams to revise draft research questions.
  2. A short think-pair-share helped participants to begin to clarify SoTL questions.
  3. A 10-minute free-write was used to generate ideas for a SoTL research question.
  4. Each person spent 2-minutes pitching their question to a partner as an “elevator pitch”

Homework

  • Start working on your research question.  As you refine the question, submit it at this link: https://www.surveymonkey.com/r/SoTL1.  You can submit as many times as you like.
  • Find a single SoTL article that is related to your question
  • Reach out to your accountability buddy by Jan 27. 

Join the next workshop “Refining your Question and Literature Review” on Friday, February 3rd, 2-5 pm in Library 25L.

Upcoming workshops

  • Feb 3, 2-5pm: Refining your question & literature review (II)
  • Feb 24, 2-5pm: Choosing your methodology (III)
  • Mar 31, 2-5pm: Resources & planning for dissemination (IV)
  • Apr 7: SoTL Roundtable at the Colloquium on Teaching & Learning Innovation

Literature Resources

Felten, P. (2013). Principles of good practice in SoTL. Teaching and Learning Inquiry: The ISSOTL Journal, 1(1), 121-125. (pdf)

Cruz, L. (2016). The Scholarship of Educational Development: A Taxonomy. To Improve the Academy, 35(2), 222-228.

Bishop-Clark, C., & Dietz-Uhler, B. (2012). Engaging in the scholarship of teaching and learning: A guide to the process, and how to develop a project from start to finish. Stylus Publishing, LLC.

Poole, G. (2013). Square one: What is research? In K. McKinney (Ed.), The Scholarship of Teaching and Learning in and Across the Disciplines. Bloomington, IN: Indiana University Press. 135-151.

Bloch-Schulman, S. (2016). A Critique of Methods in the Scholarship of Teaching and Learning in Philosophy. Teaching & Learning Inquiry, 4(1), 1-15.

Other Resources

[Next: Workshop II – Question Refinement & Literature Review]

The Scholarship of Teaching and Learning (SoTL) 101

Turn your daily grind into a publication

The Scholarship of Teaching of Learning (SoTL) is the systematic inquiry of student learning using appropriate methodology – informed by prior scholarship – and going public with the results. Please RSVP below for the first in a series of workshops on SoTL.

  • Practice: Approaching work with students as a systematic study of learning.
  • Integration: Integrating diverse perspectives and modalities into the work of teaching and learning.
  • Higher Education: Study of organizational development and how it impacts student learning.
  • Synthesis: Collecting knowledge and evidence to develop materials to disseminate for broader use in the field.

We invite you to a workshop on January 12th, 8:30-noon where we will help you refine the work you do at Stetson into a systematic inquiry that can be published. Please RSVP at this link.

Facilitators

  • Dr. Peter Felten, Elon University
    Assistant Provost, Executive Director of the Center for the Advancement of Teaching & Learning & Center for Engaged Learning
  • Dr. Heather Edwards, Stetson University
    Visiting Assistant Professor of Mathematics
  • Dr. Julia Metzker, Stetson University
    Executive Director, Brown Center for Faculty Innovation & Excellence
  • Dr. Rosalie Richards, Stetson University
    Associate Provost for Faculty Development

Workshop Series

Participants who complete the workshop series will be eligible to apply for small grants to support their work.

  1. SoTL 101 & idea exploration – Jan 12, 8:30-noon
  2.  Refining your question & literature review – Feb 3, 2-5pm
  3. Workshop 3: Choosing your methodology – Feb 24, 2-5pm
  4. Workshop 4: Resources &  dissemination – Mar 31, 2-5pm
  5. SoTL Roundtable at 2017 Colloquium – Apr 7

The workshop series will complete in May, 2017 so that you can use the summer to execute your work. A peer-led learning community will be formed to support your work over the summer.

Resources

Felten, P. (2013). Principles of good practice in SoTL. Teaching and Learning Inquiry: The ISSOTL Journal, 1(1), 121-125. (pdf)

Cruz, L. (2016). The Scholarship of Educational Development: A Taxonomy. To Improve the Academy, 35(2), 222-228.

Poole, G. (2013). Square one: What is research? In K. McKinney (Ed.), The Scholarship of Teaching and Learning in and Across the Disciplines. Bloomington, IN: Indiana University Press. 135-151.

Chick, N. (n.d.). SoTL Guide – a guide from the Taylor Institute for Teaching and Learning. Retrieved December 15, 2016, from http://sotl.ucalgaryblogs.ca/

Research in Action Podcast. (2016). RIA #19: Dr. Peter Felten on Scholarship of Teaching and Learning (SoTL) – Ecampus Research Unit | Oregon State University. In Research In Action Podcast. Oregon State University. Retrieved from http://ecampus.oregonstate.edu/research/podcast/e19/

Call for Papers: Sunshine State Teaching and Learning Conference

The inaugural Sunshine State Teaching and Learning Conference will be held Feb. 15-17, 2017 at the Sirata Resort at St. Pete Beach (Tampa Bay, Florida).

2017 theme: “Teaching in the 21st Century”

Call for papers (extended to Dec. 6)

Participants from all sectors of higher education are encouraged to submit proposals for presentations and posters related to contemporary challenges in college teaching. Topics may include managing the roles of technologies for teaching, applying the science of learning in the classroom, engaging students through game-based learning and gamification, teaching for empowerment and inclusion, incorporating transparency in teaching, and exploring the role/s of faculty in promoting and assessing student success.

Learn more about the conference or submit a proposal at the Sunshine State Teaching and Learning Conference website.