1 Involving Faculty in Peer Reviewing of SoTL Manuscripts Gregg Wentzell Managing Editor, Journal on Excellence in College Teaching in College Teaching.

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Presentation transcript:

1 Involving Faculty in Peer Reviewing of SoTL Manuscripts Gregg Wentzell Managing Editor, Journal on Excellence in College Teaching in College Teaching Center for the Enhancement of Learning & Teaching of Learning & Teaching Miami University Oxford, OH

2 Reviewing Two SoTL Submissions Please take out and look over your responses to the two sample manuscripts I ed to you.

3 Within-Group Discussion of Your Reviews (10 minutes) Discuss among your group the results of your reviews of the two manuscripts:  What did the author do well?  What could be improved?  What feedback would you give to the author?  What would your recommendation be, and why?

4 Groups Report Out: Discussion (10 minutes)  What did the author do well?  What could be improved?  What feedback would you give to the author?  What would your recommendation be, and why?

5 Qualities of Successful SoTL Submissions (The Scholarly Process) Successful paper proposals and manuscripts should  define the problem clearly  indicate why it was a problem  establish a baseline  include context of what others have done  show an openness to consider various possible solutions  provide evidence of change, assessment of results, not just “we liked it”

6 The Biggest Single Difference between SoTL and other articles on teaching is EVIDENCE (i.e., data or other results).

7 Assessment: How Do You Know Your Project Made a Difference?  Pre- and post-surveys of student reaction  Retention  Evidence in your journal (so keep one)  More discussion by students (count)  Better exams/papers/projects  Student evaluations of teaching (SETs)  Student portfolios showcasing their work  Classroom assessment techniques  Teaching Goals Inventory (TGI) (  Small-Group Instructional Diagnosis (SGID)

8 Discussion How can/should we involve faculty in SoTL?

9 Involving Faculty in SoTL: The Miami U. Model  Community, and the resulting support for and peer review of projects through group meetings;  Scholarly teaching--time to reflect on teaching and investigate and implement a project (FLC members receive one-course release time);  Experience with and advice about undertaking scholarly investigations (senior faculty mentors);  Potential SoTL (teaching projects); and  Venue(s) for making the SoTL public (campus presentations/retreats and the Lilly Conferences. Five Components:

10 Journal on Excellence in College Teaching Special Issue on the Scholarship of Teaching and Learning Volume 14, Numbers 2 & 3 (For the FPLC-SoTL connection see pp ) Journal on Excellence in College Teaching Volume 14 Number 2 &

11 Possible Venues for Publishing the SoTL  Newsletters (The Teaching Professor, National Teaching and Learning Forum)  Magazines (College Teaching, About Campus, Change)  Journals across disciplines (Journal on Excellence in College Teaching, Journal of Higher Education)  Online venues (MountainRise, JoSoTL)  Selected Library Resources on the Scholarship of Teaching and Learning (

12 Thank You for Your Participation Today! Gregg Wentzell Managing Editor Journal on Excellence in College Teaching in College Teaching Center for the Enhancement of Learning & Teaching of Learning & Teaching Miami University Oxford, OH