1. THE SOUTHEAST MISSOURI STATE SOTL FELLOWS PROGRAM Margaret Waterman May 1, 2012 cstl.semo.edu/sotl

2. Beginnings  CSTL Teaching Associates develop a statement of Teacher Scholar Model (2003-4)  CSTL Teaching Associates create concept of SoTL Fellows Program and write successful FFR grant 2004-2007  Emphasis on improving student learning  Focus on 2 or more University Studies Objectives  FFR renewed in 2007 for five more years

3. Impacts: By the Numbers  Total number of SoTL Fellows (2005-2013): 73  Total number of individual faculty 60  Total number of SoTL courses: 71  Average number of SCH in these courses 5540 per year  All colleges, schools and the library are represented  All departments except four have had SoTL Fellows  Estimated total courses for SoTL faculty= 480  Estimated total SCH for SoTL faculty = 37440 sch per year

4. Objectives of the SoTL Fellows Program http://www.philosophyoffreedom.com/files/images/Rudolf_ Steiner_cartoon.jpg http://ansufang.files.wordpress.com/2010/06/teacher_lesso n3_concept_cartoon.jpg

5. Objectives of the SoTL Fellows Program To enhance the quality of instruction by examining how changes in instruction foster student learning, To promote the integration of University Studies objectives into courses beyond those in the University Studies program, To develop and reward a skilled and knowledgeable community of faculty focused on scholarly inquiry into learning and teaching, To support SoTL Fellows in preparing and disseminating their findings at professional meetings and via publication, and To provide opportunities for SoTL Fellows to participate as leaders with the next cohorts of SoTL Fellows

6. Study of the first three cohorts http://www.isetl.org/ijtlhe/pdf/IJTLHE736.pdf

7. SoTL Teaching Innovations

8. Connections to University Studies

9. SoTL Innovations Produce Learning  brief studies, designed and completed in a single year  66% of the SoTL Fellows showed clear evidence of improved learning by their students  measured by a variety of assessments (tests, interviews, performances, surveys)  52% of Fellows were collecting more data in preparation for publication

10. SoTL Fellows Disseminate their Work  All present publicly on campus (this event)  71% (15/21 surveyed Fellows) presented at 19 meetings  15 were peer reviewed meetings  6 international  12 national  1 regional  33% published (7/21)  Of these, 6 were in peer reviewed journals

11. SoTL Fellows Get Promoted

12. SoTL Program and its Influence  SoTL Fellows continue to innovate  AQIP Course Redesign project (22 courses)  University has a large cohort of faculty who know how to try out and evaluate innovations in courses  10 SoTL Fellows are now doing CR projects with others in their departments  AQIP CR program is similar  Based on SoTL model of small faculty cohorts  Based on concept of classroom action research

13. THANKS  The SoTL Fellows themselves  The SoTL Associates and especially Dr. Beverly Evans for her leadership  CSTL and especially Drs. David Starrett and Brian Smentkowski, and Sondra Phillips  Deans, Chairs and colleagues of the Fellows, for their support of faculty who want to do scholarship of teaching  Provost Jane Stephens for making this project a Campus Teaching Initiative  The FFR committee for funding, as well as the University Studies Council and CSTL for their monetary support