Introduction to the Scholarship of Teaching and Learning (SoTL) Presented by Dr. Nicholas Salter Associate Professor of Psychology, SSHS

Why SoTL? Why should we study teaching and learning? It will make us better teachers! Help us make data- based decisions, rather than gut feelings.

Designing a Study “My area of research is workplace psychology – specifically, I study perceptions of leaders. I designed a rigorous empirical study on this topic, controlling for every factor, and finding clear results. I even got it published. This is easy for me!” SoTL: Not so Easy!

Overview SoTL is different from traditional research – but how? It’s not as easy to even know where to start or what to study This type of research can be less rigorous There are extra ethical considerations to think about

Develop a Hypothesis Where do ideas come from?

Develop a Hypothesis Challenge: you don’t know the literature as well Solution Do your homework Work with a colleague that knows SoTL Perhaps there is overlap with your field? Talk with someone generally about teaching

Choose a Study Design Descriptive or qualitative research Case study ObservationInterview Focus group Can give an in-depth look into the topic Can be time-intensive to collect and analyze your data.

Example Qualitative Study Impressions of Others and Online Communication Assignment: communicate solely online with people they have never met before for a week Discussed what your impression was of the people Next, meet the people in real life, and discuss your impressions After, the instructor talked to the class about the assignment: what did you think? What surprised you? The instructor summarized what she found to work, what didn’t, and what she’d recommend for others

Other Examples: Qualitative Research Randall, L. E., & DeCastro-Ambrosetti, D. (2009). Analysis of student responses to participation in literature circles in a university classroom. Journal on Excellence in College Teaching, 20(2), 69 – 103. Saunders, G., & Klemming, F. (2003). Integrating technology into a traditional learning environment: Reasons for and risks of success. Active Learning in Higher Education, 4(1), 74 – 86.

Choose a Study Design Survey research Distributing a pen-and-paper (or electronic survey for students to complete) Everyone completes the same survey; no manipulations Typically measure subjective data, but could include objective data Quick and easy to distribute and analyze data Doesn’t answer every research question (or in-depth)

Example Survey Study Student Perceptions of Group Projects Using previous research (and previous experiences!), created a list of 6 “design considerations” for creating group project assignments Asked students to rate the effectiveness of each combination (Policy Capturing design) Can also look for naturally occurring group differences (e.g., gender, year, etc.) Could also connect to objective data (e.g., group project grade, GPA, etc.)

Other Examples: Survey Research Lynch, J., & Bishop-Clark, C. (1993). Traditional and nontraditional attitudes toward the mixed age college classroom. Innovative Higher Education, 18(3), 109 – 121. Denton, B. G., Adams, C. C., Blatt, P. J., & Lorish, C. D. (2000). Does the introduction of problem-based learning change graduate performance outcomes in a professional curriculum? Journal on Excellence in College Teaching, 11 (2&3), 147 – 162.

Choose a Study Design Experimental design Manipulate two different conditions; students only receive one different condition Can be used to measure subjective or objective data The most rigorous way to analyze a research question Can be an ethical question: is it OK to subject students to a condition that a-priori you don’t believe will help them learn as much as the other condition? Lab studies: student may not take a seriously

Example Experiment Study Teaching Information Literacy Skills to Students In one class, used a problem-based learning design to teach information literacy skills (e.g., searching for sources, evaluating sources, etc.) In another class, used a traditional lecture format to teach information literacy skills After the paper finalized, administered a quiz: Subjective (e.g., “how many searches did you perform?”) Objective (e.g., multiple choice information literacy quiz)

Other Examples: Experimental Research Dietz-Uhler, B., & Lanter, R. (2009). Using the four- questions technique to enhance learning. Teaching of Psychology, 36, 38 – 41. Pate, M. & Miller, G. (2011). Effects of regulatory self- questioning on secondary-level students’ problem- solving performance. Journal of Agricultural Education, 52(1), 72 – 84.

Choose a Study Design Quasi-experimental design Look for naturally occurring group differences Treat them just like a traditional experiment (when measuring and analyzing) Can be a nice balance of the positives of an experiment (i.e., really analyzing the specific research question that interests you) with less of the negatives (i.e., ethical problems)

Example Quasi- Experiment Study Online Discussion Forums as a Tool for Engagement In one semester, used an unstructured discussion forum (i.e., no prompts) as a method of reviewing the course material/studying for the exam Wanted to make the assignment stronger, so changed it to a structured forum the following semester Collected open-ended feedback at the end of each semester about the forum Content-analyzed this qualitative data to see what themes emerged across the semesters

Other Examples: Quasi- Experimental Research Iaria, G., & Hubball, H. (2008). Assessing student engagement in small and large classes. Transformative Dialogues Teaching & Learning Journal, 2(1), 1 – 8. Weckman, J., & Scudder-Davis, R. (2005). Teaching natural s ience to nonmajors: A comparison of two different course formats – the “team of experts” vs. the “individual instructor.” Journal of Excellence in College Teaching, 16(1), 149 – 169.

Other Considerations Validity, reliability, and operationalization of your study variables Should you make your own measures, or use pre- existing ones?

Other Considerations Objective versus subjective data There are pros and cons to both Journal reviewers might like objective data better Not always possible to get good objective data

Ethics and SoTL Obtaining informed consent from the students Are you forcing their participation in the study? Does an alternative assignment address the issue?

Ethics and SoTL Privacy is an issue! Their names cannot be attached to their responses Ask their permission if sharing with others Student involvement as research assistants– be careful about privacy!

For More Info Check out these websites learning-sotl The FRC also has books on this topic you can borrow!

Thank You! What questions do you have for me?