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					Catalyzing Teaching:
The Scholarship of Teaching
and Learning (SoTL)
  Regan A. R. Gurung
  A Brief Introduction adapted from a talk
  given at the 2006 American Psychological
  Association.
The Study of Teaching

      Teaching Research
       – Action Research
      Scholarly Teaching
       – Informed teaching
      Scholarship of Teaching and Learning
       – bring to teaching the recognition and
         reward afforded to other forms of
         scholarly work.
    The Basic Idea

   Teacher-researchers raise questions
    about what they think and observe
    about their teaching and their
    students' learning.
   …, they also see student work as data
    to analyze in order to examine the
    teaching and learning that produced it"
   Maclean & Mohr (1999).
Basic Definitions
   Scholarly Teaching- Teaching that entails certain
    practices of classroom assessment and evidence
    gathering; teaching that is informed not only by the
    latest ideas in the field but by current ideas about
    teaching generally and specifically in the field; and
    teaching that invites peer collaboration or review.
    (Indiana University Bloomington SoTL tutorial).
   Scholarship of Teaching- Work on teaching that
    is public, is critically peer reviewed and evaluated,
    and used and on by colleagues.
A Teaching Hierarchy: Where
are YOU?



        SoTL
     Scholarly Teaching

     TEACHING
     Going Through Motions
WHY Do SoTL?

   Solve mysteries
   Understand
   Gain perspective
   Inform the Public/Administration
   CATALYZE your teaching
    – Implicit indicator of teaching focus
    – Involve students in their own learning
Getting Starting

   What’s my question?
   What’s been done?
    – What’s missing?
   Replicate or Innovate?
   Design, Conduct, Assess.
   Implement
   Share
The Big
Picture    Ask the       Check the
           Question       literature



 Scrutinize
 Teaching                          Design a study
and Learning


           Implement
                        Collect Data
          (& Publish)
         What Do I Focus On?
   Someone teaches Something to Someone else
    Somewhere (Schwab, 1973)
   Teacher
    – Scrutinize your assignments
    – Evaluate your interactions
   Material
    – Textbook evaluations
    – Lesson study assessments
   Students
    – How do students study?
   Context
   PICK ONE OF THE ABOVE
Challenges - Definitions

   What is good teaching?
   What is learning?
    – Exam scores
    – Perceptions
    – Applications
Major Measures

   Learning
    – Enjoyment
    – Perceived learning
    – Actual learning
        Multiple choice
        Essays

   Teaching course evaluations
                                Research Design




       Descriptive               Correlational            Experimental
                                   What’s associated          If I do X will
       Are students learning?     with better learning?   students learn better?




Qualitative             Quantitative
Basic Design

Basic --------- ------ ----- Assess
Up a Notch

notch           Activity Assess            Post
1                                          only
Basic   ------- ------   -----   Assess
Up another notch: Pre-Post

Notch Assess1 Activity Assess2    Pre-
2                                 Post
Notch          Activity Assess1
1
     Experiments
Gp1 Assess1 Activity Assess2   XXXXX      Assess3

Gp2 Assess1 XXXX    Assess2    Activity   Assess3
Remember to check if:

   You have measured correctly
    (construct validity)
   You have factored in all possible
    influences (internal validity)
   Generalizable (external validity)?
    – SoTL does not subscribe to the same
      rules….(see next slide)
   The teaching and learning that happens in
    our classrooms is often more qualitative
    that quantitative.
   When we study people inside their own
    culture, we don’t try and generalize from a
    large population. We don’t look for what is
    replicable, reliable, or statistically valid.
    Rather we look for what’s singular,
    particular and unique.
          (Chiseri-Strater & Sunstein, 2006, pp.21).
 Challenges
– Time
– Coercion
– Observer effect
– ‘Students as lab rats’
– Randomization
    Teacher Research is Unique
It uses Naturally occurring groups
 No random assignment
 No comparison group
          Use same test items over consecutive years
          Use similar test items over time
          Compare across different instructors
   No random sampling
          entire sample used
   No pretest
          Control key factors
  What Do You Do With It?

               Ask the     Check the
                                                          Share it with
               Question     literature                    colleagues,
                                                          publish it, or
                                                          just use it to
                                                          teach better.
 Scrutinize
 Teaching                                Design a study
and Learning


            Implement
                          Collect Data
           (& Publish)
Sharing can be Informal: The KEEP Toolkit
Conclusions

   Teacher
    research/SoTL is
    pragmatic
    pedagogy
   Scrutinizing your
    teaching and
    student learning
    can be invigorating

				
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posted:11/4/2012
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