Getting Started in the Scholarship of Teaching and Learning Bill Buskist Auburn University September 2014

Today’s Goals...To Define and describe SoTL and to provide a brief overview of SoTL history Define and describe SoTL and to provide a brief overview of SoTL history Help you create an idea for your own SoTL research Help you create an idea for your own SoTL research If we have time, we will work on an outline for carrying out your project~ If we have time, we will work on an outline for carrying out your project~ 2

SoTL is… Research that investigates the variables, factors, and contexts that influence teaching and learning with an emphasis on understanding and improving both Research that investigates the variables, factors, and contexts that influence teaching and learning with an emphasis on understanding and improving both This research is shared with others through presentations and publications~ This research is shared with others through presentations and publications~ 3

Three (of Many) Benefits of SoTL Directly addresses a question of interest about your teaching and students’ learning Directly addresses a question of interest about your teaching and students’ learning Enhances your teaching and your students’ learning and the overall quality of a Arkansas Tech education Enhances your teaching and your students’ learning and the overall quality of a Arkansas Tech education Provides an opportunity for you to publish and present scholarly research~ Provides an opportunity for you to publish and present scholarly research~ 4

A Small (Very Small) Bit of History 1990-Present 1990-Present SoTL was first known only as the “scholarship of teaching” SoTL was first known only as the “scholarship of teaching” SoTL became “SoTL” later as the Carnegie Foundation promoted scholarly inquiry into the work of the professoriate~ SoTL became “SoTL” later as the Carnegie Foundation promoted scholarly inquiry into the work of the professoriate~ 5

1990: Scholarship Reconsidered 1997: Scholarship Assessed 2011: Scholarship of Teaching & Learning Reconsidered

An Example of SoTL Developing a new “system” of teaching~ Developing a new “system” of teaching~ 7

Interteaching  Initial research conducted by Bryan Saville (James Madison U.) Bryan Saville (James Madison U.)  Was Not Happy with Either Class Performance or Level of Student Class Performance or Level of Student Engagement Engagement Saville, B. K., & Zinn, T. E. (2012). Interteaching. In W. Buskist & J. E. Groccia (Eds.). Evidence-based teaching. New Directions in Teaching and Learning, No San Francisco, CA: Jossey-Bass.

Interteaching—Components  Instructor-produced “prep” guides  (active learning component)  In class, students form discussion pairs to discuss the prep guide questions  (active learning component)  Students complete interteaching record sheets  Teacher provides short “clarifying” lectures  Students complete “probes” and take traditional quizzes/tests~

Interteaching—Research Results  Studies have been performed comparing interteaching classes to traditional lecture classes and by alternating interteaching and lecture  Students perform better (up to a full letter grade) relative to traditional lecture methods on measures of objective exam performance, writing, and critical thinking  Students show enhanced enjoyment of learning in interteaching~

A Sample of Possible SoTL Topics for Study… Textbook Use Textbook Use Use of Text Pedagogy Use of Text Pedagogy Note Taking Habits Note Taking Habits New Demonstrations New Demonstrations New Pedagogy New Pedagogy Incivility Incivility Use of Technology Use of Technology Critical Thinking Skills Critical Thinking Skills Assessment Tools (Lrn) Assessment Tools (Lrn) Assessment Tools (Tch) Assessment Tools (Tch) Generating Discussion Generating Discussion Help Session Effects Help Session Effects Classroom Design Classroom Design Course Design~ Course Design~

A Common Dependent Measure Some aspect of student learning—how does X change achievement of student learning outcomes? Some aspect of student learning—how does X change achievement of student learning outcomes? This idea is central to MOST, but not ALL, SoTL projects~ This idea is central to MOST, but not ALL, SoTL projects~

The Workshop Begins: Doing SoTL The Process: The Process: Identifying a Problem/Question Identifying a Problem/Question Studying Related Research Studying Related Research Creating a Research Design Creating a Research Design Preparing/Submitting IRB Preparing/Submitting IRB Conducting the Research Conducting the Research Analyzing the Results Analyzing the Results Sharing the Study Publically (Presenting/Publishing)~ Sharing the Study Publically (Presenting/Publishing)~

Identifying a Problem or Question for SoTL Work See p. 2 of work sheet. See p. 2 of work sheet. At your table, break into pods of 2-3 people and discuss some of the ideas listed on p. 2 At your table, break into pods of 2-3 people and discuss some of the ideas listed on p. 2 Any of these ideas seem applicable to you? Any of these ideas seem applicable to you? Can you think of other ideas to add to this list? Can you think of other ideas to add to this list? Take 3-4 minutes for discussion and sharing~ Take 3-4 minutes for discussion and sharing~

Identifying a Problem or Question for SoTL Work See p. 3 of work sheet See p. 3 of work sheet Take 5-6 minutes to complete this page Take 5-6 minutes to complete this page Offer a descriptive title and a few details about any issues you would like to explore as a potential SoTL research project~ Offer a descriptive title and a few details about any issues you would like to explore as a potential SoTL research project~

Going a Bit Deeper: A Methodology Primer SoTL generally involves two types of research strategies: SoTL generally involves two types of research strategies: –Survey –Experimental manipulation

Going a Bit Deeper: A Methodology Primer Surveys are aimed at gathering descriptions of student study habits, patterns, attitudes, and perceptions about education and learning Surveys are aimed at gathering descriptions of student study habits, patterns, attitudes, and perceptions about education and learning Composed of Likert-type questions or open-ended questions Composed of Likert-type questions or open-ended questions Often correlated to some sort of learning outcome (e.g., test score, final grade)~ Often correlated to some sort of learning outcome (e.g., test score, final grade)~

Going a Bit Deeper: A Methodology Primer Some aspect of the learning environment is manipulated (IV); some aspect of student behavior/output is measured (DV) Some aspect of the learning environment is manipulated (IV); some aspect of student behavior/output is measured (DV) Comparisons can be made across classes or within participants~ Comparisons can be made across classes or within participants~

Back to Work—Design Your Study Any ideas for how you might develop your idea into actual research? Any ideas for how you might develop your idea into actual research? See pp. 4-6 of handouts~ See pp. 4-6 of handouts~