1. Pedagogical Research Challenge Awards: Description of Program and Solicitation of Faculty and Staff Proposals Center for Excellence in Teaching and Learning (CETL) & Academic Affairs QCC-CUNY September 16, 2010

2. Pedagogical Research: Scholarship of Teaching and Learning (SOTL)  Definition of SOTL  Pedagogical Research  Application Guidelines  Methodologies  Generating Ideas

3. Scholarship of Teaching and Learning  All instructors have an obligation to teach in ways that will produce maximum student learning  That obligation extends to the reading of the scholarly literature on teaching  Workshops, meetings, mentors, and other resources should be brought to bear on the issue of student learning  Pedagogical Research is designed to study some aspect of teaching and learning

4. Pedagogical Research & The Scholarship of Teaching & Learning Approaches to the Scholarship of Teaching and Learning (Hutchings, 2000): “What works?” – questions seeking evidence about the relative effectiveness of different teaching approaches, e.g. alternative designs for delivering a course “What is?” – questions seeking to describe, not evaluate, a particular teaching approach or intervention, e.g. describe and systematically analyze student experience or learning outcomes “Conceptual frameworks” – questions shaping new forms of practice or theory-building, e.g. problem- based learning, community service-learning “Visions of the possible”– questions related to teaching goals and how they can be achieved, e.g. how to reach students in “moments of difficulty” and transforming such instances into teachable moments Presented by CETL, 2010

5. Publications and Conferences Faculty who engage in the Scholarship of Teaching and Learning are contributing to the discovery of knowledge about teaching and learning in higher education. Pedagogical Research & The Scholarship of Teaching & Learning The following diagram illustrates how SoTL makes the connection between both teaching and research The Scholarship of Teaching and Learning (SoTL) is defined as systematic inquiry into student learning that advances the practice of teaching by sharing research publicly. SoTL includes the following characteristics: Deliberate and methodical investigation of questions related to teaching improvement and student learning Evidence of student learning (e.g. student grades, portfolios, assessments, interviews, focus groups) Public presentation and peer review (Hutchings, 2000)Presented by CETL, 2010

6. SOTL Components SOTL involves:  Background literature  Careful attention to the framing of a problem  Applicability beyond one’s own experience  Public dissemination: conferences, papers Definition Deeper, more empirically sound understanding of student learning, i.e. better student ratings ☺ Opportunity to collaborate with colleagues ☺ Peer-reviewed publications! ☺ Benefits of Pedagogical Research

7. Description of the Project  Descriptive Title- The title should be succinct but informative.  Applicant-Provide a short description of the experience of the applicant(s) relevant to the project.  Literature Review - Describe how the project is informed by relevant scholarly work. Be sure to include citations.

8. Description of the Project  What will this project add to the enhancement of Community College pedagogy?  Intended Outcomes/Objectives - Describe, specifically, the intended outcomes of the project. Include descriptors of the activities/strategies to be applied in the attainment of these objectives.

9. Description of the Project  Description of the methods or strategies, sequence and timelines.  Describe as specifically as the nature of the project and the kinds of teaching and research activities that will form the core of the project.  Propose a sequence of events and list timelines. The project should be completed within one calendar year of awarding of the grant.

10. Description of the Project  Evaluation- Describe how the objectives of the project will be evaluated. Identify the assessment strategies that will be applied. Identify the criteria for determining levels of success.  Budget- Provide a budget, including projected costs for personnel (eg.Research associates or student assistants),and for the acquisition and for the acquisition or production of information resources, specialized software, or digital learning materials, Include and identify budget items with a rationale or justification. Estimate salaries, honoraria, and benefits at the rate determined by CUNY.  References Cited [not included in the 6-page – Provide full references for the sources you cite in the application.

11. Description of the Project  Reporting and Accountability: Final Report - completion of the project:  Please note that if your proposal is successful, you will be required to write a 2-3- page final report to the Dean, describing the implementation of the project and identifying the findings of the research.  A revised budget reflecting actual costs incurred must also be submitted. Receipts, journal vouchers and other documentation of your use of funds maybe required and should be available  This report should be submitted within two months of the completion of the project.

12. Description of the Project  Dissemination: This grant program requires the dissemination of the research findings of your initiative. In your final report, indicate your plans to share the results of your work, through publications, workshops, seminars, conferences or other means. CETL and OAA will assist you in providing you information regarding opportunities for the sharing of project results. For further information, please contact Paul Marchese, Assistant Dean, Office of Academic Affairs

13. Possible Methodologies  Qualitative  Quantitative  Mixed Individual Interviews Focus groups Observations Course evaluations Student surveys, etc. Success in subsequent courses Questionnaires Secondary analysis of existing data Grades Quasi-experiments (control & experimental sections) Individual Interviews Focus Groups Course evaluations Student surveys Secondary analysis of existing data Quasi-experiments ( Control & experimental sections)

14. Create a Question  Think of a question that you’d like to explore about learning.  Consider possible methods for exploring the question.  Determine some of the specifics regarding the research design.

15. Questions to Consider  What type of questions would you like answered concerning student learning?  What type of study: descriptive, quantitative?  What is the student population?  How long will study continue?  What hypotheses do you have?

16. Introduction  What is the need? Example: Remedial Reading  What is your project based on?  Theoretical framework  How is it innovative?  Why should it be funded?

17. Project Description/Methodology  What is the plan for implementation? What are the steps/phases? How many people will be involved? What are their roles and responsibilities?  What is your timeline?  What is the evaluation plan? What will be measured? How will it be measured? What tools will be used? IRB approval?

18. Review Process  Pedagogical Merit  Design of the experiment Is it realistic? Is it well thought out?

19. Resources  Barr, R.B. and Tagg,J. (1995) “From teaching to learning: a new paradigm for undergraduate education.” Change Nov-Dec: 13-25.  Baxter-Magola, M.B. (2001) Making Their Own Way. Sylus.  Belenky, et.al. (1986) Women’s Ways of Knowing. Basic Books.  Boyer, E.L.(1990) Scholarship Reconsidered: Priorities of the Professoriate. Carnegie Foundation.  Cambridge, B. (2001) “Fostering the Scholarship of Teaching and Learning: Communities of Practice” in To Improve the Academy, D. Lieberman and C. Wehlbur, eds. Anker.  King, P.M. and Kitchner, K.S. (1994) Developing Reflective Judgment. Jossey-Bass.  Perry, W.G. (1970/1998) Forms of Ethical Development. Jossey-Bass.  Stage, F.K., Muller, P.A., Kinzie, J., and Simmons, A. (1998) Creating Learning Centered Classrooms: What Does Learning Theory Have to Say? ASHE-Eric.

20. Resources  Cambridge, B. (2001) “Fostering the Scholarship of Teaching and Learning: Communities of Practice” in To Improve the Academy, D. Lieberman and C. Wehlbur, eds. Anker.  King, P.M. and Kitchner, K.S. (1994) Developing Reflective Judgment. Jossey-Bass.  Perry, W.G. (1970/1998) Forms of Ethical Development. Jossey-Bass.  Stage, F.K., Muller, P.A., Kinzie, J., and Simmons, A. (1998) Creating Learning Centered Classrooms: What Does Learning Theory Have to Say? ASHE-Eric.