scholarship of teaching and learning - design and analysis
TRANSCRIPT
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SoTL: Scholarship of Teaching and
LearningMaking Sense of Perceptions
Dr. Staci Trekles, [email protected]
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Review: SoTL Basics
• Reflective process, similar to research in any disciplinary field
• Goals typically relate to improving student learning and experiences
• Five primary steps (Bishop-Clark & Dietz-Uhler, 2012):1. Generate the research question and do literature review2. Design the study3. Collect data4. Analyze data5. Present and publish
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Designing Your Study• Many SoTL projects are qualitative or
mixed-methods due to the inductive, exploratory nature
• Your research questions will often help point the way to the type of data that you should expect to collect and analyze
• Consider a pilot study first as a way to see whether your research ideas are viable – it could be something that lasts only a class session!
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Perceptions in SoTL• SoTL research often lends itself to multiple perceptions because of the
nature of the data – be conscious of them and use to your advantage as ways to extend the research
• It tends to be limited to just your classroom practices (or maybe a little further), and is therefore often seen as less generalizable
• You must also be sensitive to the ethics of the research – as the researcher and the instructor, you hold a different kind of “power” over student participants
• Maintaining ethical practices and participating in the research as a partner is a good idea – protect student privacy and confidentiality at all times
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What are you seeing in your research so far?
• What kind of evidence or data do you have to work with?
• What is the data telling you at this point?
• If you look at the same data from a previous point in time, does it look different to you? Why?
• Types of data that you might include:• Formative and summative assessments• Projects and presentations• Discussions and interviews• Surveys• Current vs. past data from different
semesters• Institutional research data for
comparisons
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Examples from Our Colleagues• C. Rogalin: bringing guest
speakers into the classroom to make real-world connections to class content and finding out if this helped students understand the content better
• S. Simerlein: developing and implementing fun tutorial videos using rhymes and songs to help students learn difficult concepts
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Digging Deeper• Often there are many facets to SoTL
research, and more will emerge the deeper you dig into your data
• Be reflective – consider changes not just in students but also in yourself as a teacher while studying the data
• What factors could have influenced the trends that you see? Keep asking new questions and you’ll see your research evolve
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SoTL Pitfalls• We know that SoTL can be too
focused to be generalizable to other situations
• It’s also very hard to measure student learning because of the many variables (learning style, study approach, life background, etc)
• Really useful article with rubric for gauging your research design: http://onlinelibrary.wiley.com/doi/10.1111/teth.12020/abstract
• Principles of good practice:• Inquiry-focused• Focused on student learning
process as well as outcomes• Grounded in context and
available literature• Solid design• Conducted in partnership with
students
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Your Turn!
• Where are you at so far with your project?• Where do you need more help (more advice, more data,
more questions)?• What’s confounding you so far in the process?
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More Resources• Vanderbilt SOTL “getting started” guide: https://
my.vanderbilt.edu/sotl/doing-sotl/getting-started/ • Guidebook to SOTL – thinking of a problem and the questions:
https://my.vanderbilt.edu/sotl/files/2013/09/1SoTLProblem4.pdf • Annual SoTL Conferences:
http://www.washington.edu/teaching/sotl-annual-conferences/ • Faculty Center for Teaching and Learning at Univ. of Central Florida:
http://www.fctl.ucf.edu/ResearchAndScholarship/SoTL/ • Center for Engaged Learning at Elon University videos: https://
www.youtube.com/channel/UCNIm8Apo1feU73SPyxEXXgg
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References• Bishop-Clark, C, & Dietz-Uhler, B (2012). Engaging in the scholarship of teaching
and learning. Sterling, VA: Stylus. • Boyer, E.L. (1990). Scholarship reconsidered: Priorities of the professorate. San
Francisco, CA: Jossey-Bass.• Felten, P. (2013). Principles of good practice in SoTL. Teaching and Learning
Inquiry: The ISSOTL Journal, 1(1), 121-125.• Hutchings, P. (2000). Opening lines: Approaches to the scholarship of teaching and
learning. Menlo Park, CA: Carnegie.• Nelson, C. (2003). Doing it: Examples of several of the different genres of the
scholarship of teaching and learning. Journal of Excellence in College Teaching, 14(2), 85-94.