1. Classroom Research & Research Question

2. Goals Introduce terminology Problem Question Taxonomy of questions Draft a research question Determine your research hypothesis Begin to think about your research design Start to develop a strong research design

3. Your BSP Research Journey So Far Application Assignments Reading of the seminal papers in SoTL Bass: problem Hutchings: taxonomy of questions Preparation for conducting your study: IRB application information Examined work on teaching and learning that has been made public: annotated bibliography

4. Defining the Scholarship of Teaching & Learning (SoTL) When you think of the term “scholarship of teaching & learning”, what terms immediately come to your mind? Affective Assessment Biased Classroom Controlled Evidence Evaluative Objective Peer Reviewed Publishable Qualitative Rigorous Shared Statistics Student attitudes Systematic Valued

5. Scholarship of Teaching and Learning (SoTL) - A Brief History According to Boyer: "Excellence in the classroom is all too often undervalued." SoTL means applying to teaching the same exacting standards of evaluation that are used in research.

6. The Scholarship of Teaching & Learning Many definitions, many names (SoTL, DBER, AR, ER) Some are discipline, institution specific

7. The Scholarship of Teaching & Learning However, no matter what term is used…… Two requirements: Systematic investigation of a selected aspect of student learning where data are gathered and analyzed Results are made public Making work public makes SoTL different from scholarly teaching

8. The Thinking to Design a SoTL Project ProblemQuestionHypothesis

9. In scholarship and research, having a “problem” is at the heart of the investigative process. …. But in one’s teaching, a “problem” is something you don’t’ want to have and if you have one, you probably want to fix it.” Randy Bass. 1999. “The Scholarship of Teaching: What’s the Problem?” Inventio Problem

10. Moving from Problem to Question “Changing the status of the problem in teaching from terminal remediation to ongoing investigation is precisely what the movement for a scholarship of teaching is all about.” Randy Bass. 1999. “The Scholarship of Teaching: What’s the Problem?” Inventio

11. Taxonomy of SoTL Questions What works? - measure of effectiveness of an approach What is? -examination of a process -describe how students learn What’s possible? - exploration -goals that have yet to be met What unifies? - defining models & conceptual frameworks that influence practice -frameworks that can be used by other disciplines

12. Example https://www.youtube.com/watch?v=JCxPttq_e_Y

13. Activity- Examining Articles Article 2 Segura-Totten & Dalman (2013) “The CREATE Method Does Not Result in Greater Gains in Critical Thinking than a More Traditional Method of Analyzing Primary Literature”. Journal of Microbiology & Biology Education. 14: 166-175. Your task is to determine: What is the research problem? What is the research question? What type of question based on Hutchings’ Taxonomy of SoTL Questions? Article 1 Hoskins, Lopatto, & Stevens (2011) “The CREATE Approach to Primary Literature Shifts Undergraduates’ Self-Assessed Ability to Read and Analyze Journal Articles, Attitudes about Science, & Epistemological Beliefs”. CBE-Life Sciences Education. 10: 368-378.

14. Your Turn….. What is your teaching/learning problem? What is/are your research question(s)?

15. Steps Towards Defining the Problem Ask yourself: 1.What learning/teaching problem do I have 2.What is the evidence the problem exists? 3.Is my evidence strong? Are my assumptions few? 4.Is my problem local, nationwide, or global?

16. Properties of a Good Research Question Something you care about Connects with things others care about Annotated bibliography will help you Helps open “the black box of student learning” Focused and manageable Leads to other questions

17. Your Turn….. What is your teaching/learning problem? What is/are your research question(s)?

18. The Thinking to Design a SoTL Project ProblemQuestionHypothesis

19. Checklist of things to think about when identifying your research question  Is the scope of your project reasonable?  Is the question one that can be answered?  How much time can you realistically devote to this research?  Have you done a literature review that helps further define your research question?  Do you have expertise in the methods you plan to use?  Do you have colleagues to support you?  Who can help you if you get stuck?

20. Places to find your answer Exams Reading of student papers Student reflections Student portfolio Classroom assessments Think alouds Survey Focus groups Case study of a single student over time Tracking patterns or achievement