No Skills/ Motivation Entitlement Ignorance Lack Ability Apathy

 Less tests  Less reading  More study guides  More learning aids  More practice Exams/quizzes  More examples Should they get them? It’s an empirical question

“The essence of skillful teaching lies in the teacher constantly researching how her students are experiencing learning and then making pedagogical decisions informed by the insights she gains from the students’ responses.” —Stephen D. Brookfield

 What is it?  Why Do it?  Warnings  Examples.  Doing it.

 Intentional, systematic reflections on teaching and learning …  [Scholarly Teaching]  …resulting in peer-reviewed products made public.  [Scholarship of Teaching & Learning-SoTL]  Pedagogical Research (PR, Gurung & Schwartz, 2009)  [More on definitions: Irons & Buskist (2008); Pan (2009); Smith (2008)]

 Solve mysteries  Understand  Gain perspective  Inform the Public/Administration  Galvanize your teaching  Implicit indicator of teaching focus  Involve students in their own learning

SoTL Going Through Motions Sincere Teaching Scholarly Teaching

Gurung & Schwartz (2009) adapted from © Richlin 1993 Design Classroom Research KNOWLEDGE BASE ABOUT TEACHING/ LEARNING Scholarship of Teaching Assess Success Publication Peer Review Scholarly Teaching Reflection on Teaching/Learning Share results Presentation

A WARNING Individual results may vary.

Another WARNING: Learning has multiple determinants E.g., Predicting GPA Correlations Individual results may vary. Robbins, Lauver, Le, Davis, Langley, & Carlstrom (2004)

 What’s my question?  What’s been done?  What’s missing?  Replicate or Innovate?  Design, Conduct, Assess  Implement  Share

Check the literature Design a study Collect Data Implement (& Publish) Scrutinize Teaching and Learning Ask the Question

 Think about and write down:  One problem you encounter in your courses such as:  A student behavior you would like to change  A learning objective you want to better achieve

 No (Noppe, 2007)  Partial notes are better (Cornelius & Owen-DeSchryver, 2008)  But…  Unlimited access = higher grades (Hove & Corcoran, 2008)

 Truman (2005)  Field (2008)

 Choose own groups. (Chapman, Meuter, Toy, & Wright, 2006).

 Somewhat (Morling, McAuliffe, Cohen, & DiLorenzo, 2008).

 Yes  Cuseo (2007)  Not Really  Gurung, & Beyer (2009)  No !  Hattie (2009)

 Routine in class quizzing  (Connor-Greene, 2000;Taraban, Maki & Rynearson, 1999).  Introduce study strategies/goals  (Fleming, 2002)  Active note taking  (Katayama, Shambaugh,& Doctor, 2005).  Reading material before class  (Solomon, 1979; Uskul & Eaton, 2005).

 Move from lectures to cooperative groups  Engage problem-based learning in a class  Add a case study approach to a course  Introduce service-learning components  Address a variety of learning styles  Teach without a textbook  Have students construct learning portfolios

 Increase the amount of writing, music, visuals, or reflection used in class  Use wireless responders (clickers)  Make more use of the Web  Use groups for two or three weeks

 Think about and write down:  One problem you encounter in your courses  What solution might you use to address the problem?

 Problem: Students do not come to class prepared to discuss the reading material.  Possible Solution: Use unannounced extra credit quizzes in class.  Assessment:  Higher exams scores  More discussion in class/Less time lecturing Example:

 Pre- and Post-surveys  Retention over the term  Journal evidence  Student discussion increases  Student preparation improves  Student evaluations improve  Portfolio showcasing student work  Classroom assessment techniques

Defines assessment Includes the Teaching Goals Inventory (TGI) Provides project examples Connects your goals to CATs

Quantitative  survey scores  course exam, project, paper scores  frequencies of multiple choice test item responses  standardized scales and tests  counts (participation, web requests, office visits)  measures of time use  institutional research data Qualitative  performances  interviews  focus groups  student projects  term papers  essay items  exams  reflective statements  journals  reports of others

 Know what has been done on the topic  Design before you start  Keep it simple  Obtain IRB approval  Network  Find Funding

“The growth of any craft depends on shared practice and honest dialogue among the people who do it. We grow by private trial and error, to be sure – but our willingness to try, and fail, as individuals is severely limited when we are not supported by a community that encourages such risks.” —Parker J. Palmer

 Poster sessions on your campus: invite the academic vice president, president  ON-campus presentation to colleagues  Teaching conference on your campus  Conferences in your discipline, regional and national  Lilly Conferences on College Teaching

 Newsletters (The Teaching Professor, National Teaching and Learning Forum)  Magazines (College Teaching, Liberal Education, About Campus, Change)  Journals in your discipline (see  Journals across disciplines (Journal of Higher Education, Journal on Excellence in College Teaching, Innovative Higher Education)  Online publications (MountainRise, JoSoTL)

 define the problem clearly  indicate why it was a problem  establish a baseline prior to your research  include review of relevant literature  provide evidence of change, assessment of results-go beyond believing that it worked  discuss ways to improve future research in the area