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Involving Faculty in Peer Involving Faculty in Peer Reviewing of SoTL ManuscriptsReviewing of SoTL Manuscripts

Gregg WentzellGregg WentzellManaging Editor,Managing Editor,Journal on Excellence Journal on Excellence in College Teachingin College TeachingCenter for the Enhancement Center for the Enhancement of Learning & Teachingof Learning & TeachingMiami UniversityMiami UniversityOxford, OH 45056Oxford, OH 45056513-529-9265513-529-9265wentzegw@muohio.eduhttp://celt.muohio.edu/ject/http://celt.muohio.edu/ject/

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Reviewing Two Reviewing Two SoTL Submissions SoTL Submissions

Please take out and look over your Please take out and look over your responses to the two sample responses to the two sample manuscripts I e-mailed to you.manuscripts I e-mailed to you.

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Within-Group Discussion Within-Group Discussion of Your Reviews of Your Reviews (10 minutes)(10 minutes)

Discuss among your group the results of your Discuss among your group the results of your reviews of the two manuscripts:reviews of the two manuscripts: What did the author do well?What did the author do well? What could be improved?What could be improved? What feedback would you give to the What feedback would you give to the

author?author? What would your recommendation be, and What would your recommendation be, and

why?why?

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Groups Report Out: Discussion Groups Report Out: Discussion (10 minutes)(10 minutes)

What did the author do well?What did the author do well?What could be improved?What could be improved?What feedback would you give to the What feedback would you give to the

author?author?What would your recommendation be, What would your recommendation be,

and why?and why?

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Qualities of Successful SoTL Qualities of Successful SoTL SubmissionsSubmissions (The Scholarly (The Scholarly Process)Process)Successful paper proposals and manuscripts shouldSuccessful paper proposals and manuscripts should

define the problem clearlydefine the problem clearlyindicate why it was a problemindicate why it was a problemestablish a baselineestablish a baselineinclude context of what others have doneinclude context of what others have doneshow an openness to consider various possible show an openness to consider various possible solutionssolutionsprovide evidence of change, assessment of results, provide evidence of change, assessment of results, not just “we liked it”not just “we liked it”

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The Biggest Single The Biggest Single Difference . . .Difference . . .

......between SoTL and other articles on between SoTL and other articles on teaching isteaching is

EVIDENCEEVIDENCE(i.e., data or other results).(i.e., data or other results).

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Assessment: How Do You Know Assessment: How Do You Know Your Project Made a Difference?Your Project Made a Difference?

Pre- and post-surveys of student reactionPre- and post-surveys of student reaction RetentionRetention Evidence in your journal (so keep one)Evidence in your journal (so keep one) More discussion by students (count)More discussion by students (count) Better exams/papers/projectsBetter exams/papers/projects Student evaluations of teaching (SETs)Student evaluations of teaching (SETs) Student portfolios showcasing their workStudent portfolios showcasing their work Classroom assessment techniquesClassroom assessment techniques Teaching Goals Inventory (TGI)Teaching Goals Inventory (TGI)

((www.uiowa.edu/~centeach/tgi/www.uiowa.edu/~centeach/tgi/)) Small-Group Instructional Diagnosis (SGID)Small-Group Instructional Diagnosis (SGID)

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DiscussionDiscussion

How can/should we involve How can/should we involve faculty in SoTL?faculty in SoTL?

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Involving Faculty in SoTL: Involving Faculty in SoTL: The Miami U. ModelThe Miami U. Model

Community, and the resulting support for and peer review of Community, and the resulting support for and peer review of projects through group meetings; projects through group meetings; Scholarly teaching--time to reflect on teaching and Scholarly teaching--time to reflect on teaching and investigate and implement a project (FLC members receive investigate and implement a project (FLC members receive one-course release time); one-course release time); Experience with and advice about undertaking scholarly Experience with and advice about undertaking scholarly investigations (senior faculty mentors); investigations (senior faculty mentors); Potential SoTL (teaching projects); and Potential SoTL (teaching projects); and Venue(s) for making the SoTL public (campus Venue(s) for making the SoTL public (campus presentations/retreats and the Lilly Conferences.presentations/retreats and the Lilly Conferences.

Five Components:Five Components:

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Journal on Excellence in Journal on Excellence in College TeachingCollege Teaching

Special Issue on Special Issue on the Scholarship the Scholarship of Teaching and Learningof Teaching and Learning

Volume 14, Volume 14,

Numbers 2 & 3 Numbers 2 & 3

(For the FPLC-SoTL (For the FPLC-SoTL connection see pp. 161-198)connection see pp. 161-198)

Journal on Excellence

inCollege Teaching

Volume 14Number 2 & 3

2003

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Possible Venues Possible Venues for Publishing the SoTLfor Publishing the SoTL

Newsletters (Newsletters (The Teaching Professor, National The Teaching Professor, National Teaching and Learning ForumTeaching and Learning Forum))

Magazines (Magazines (College Teaching, About Campus, College Teaching, About Campus, ChangeChange))

Journals across disciplines (Journals across disciplines (Journal on Excellence in Journal on Excellence in College Teaching, Journal of Higher EducationCollege Teaching, Journal of Higher Education))

Online venues (Online venues (MountainRise, JoSoTLMountainRise, JoSoTL)) Selected Library Resources on the Scholarship of Te

aching and Learning (http://www.indiana.edu/~libsalc/SOTL/)

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Thank You for Your Participation Thank You for Your Participation Today!Today!

Gregg WentzellGregg WentzellManaging EditorManaging EditorJournal on Excellence Journal on Excellence in College Teachingin College TeachingCenter for the Enhancement Center for the Enhancement of Learning & Teachingof Learning & TeachingMiami UniversityMiami UniversityOxford, OH 45056Oxford, OH 45056513-529-9265513-529-9265wentzegw@muohio.eduwentzegw@muohio.edu