Illinois State UniversityIllinois State UniversitySpring, 2013Spring, 2013

Workshop: Getting Started Workshop: Getting Started in the Scholarship of in the Scholarship of

Teaching and LearningTeaching and Learning

Kathleen McKinney, Illinois State UniversityKathleen McKinney, Illinois State Universitykmckinne@ilstu.edukmckinne@ilstu.edu

GoalsGoals Discuss definitions, examples, and Discuss definitions, examples, and

functions of SoTL.functions of SoTL. Articulate strategies to integrate SoTL work Articulate strategies to integrate SoTL work

into your professional life.into your professional life. Articulate a SoTL research question.Articulate a SoTL research question. Know where to look for literature and Know where to look for literature and

theory.theory. Select possible research methods; consider Select possible research methods; consider

ethical issues.ethical issues. Introduce ideas related to sharing SoTL.Introduce ideas related to sharing SoTL. Introduce ideas related to having impact Introduce ideas related to having impact

and documenting your SoTL work.and documenting your SoTL work.

Definitions of SoTLDefinitions of SoTL

““problem posing about an issue of teaching or problem posing about an issue of teaching or learning, study of the problem through learning, study of the problem through methods appropriate to the disciplinary methods appropriate to the disciplinary epistemologies, applications of results to epistemologies, applications of results to practice, communication of results, self-practice, communication of results, self-reflection, and peer reviewreflection, and peer review”” (Carnegie (Carnegie Foundation)Foundation)

““systematic reflection/study on teaching and systematic reflection/study on teaching and learning made publiclearning made public”” ( (Illinois State Illinois State University)University)

SoTL and Related SoTL and Related Scholarship/Research/ConceptScholarship/Research/Concept

ss

SoTL, assessment, and traditional SoTL, assessment, and traditional educational research overlap but are educational research overlap but are not the same.not the same.

Good teaching, scholarly teaching, Good teaching, scholarly teaching, and SoTL are related but not the and SoTL are related but not the same. same.

Characteristics of SoTLCharacteristics of SoTL

College level (but some K-12 as well)College level (but some K-12 as well)

Discipline-based studies within an Discipline-based studies within an interdisciplinary movement (but growing interdisciplinary movement (but growing cross-discipline studies)cross-discipline studies)

Focus on learning, sometimes teachingFocus on learning, sometimes teaching

Conducted by faculty in the disciplinesConducted by faculty in the disciplines

Characteristics of SoTL, Characteristics of SoTL, concon’’t.t.

Local--your students (some multi-institutional)Local--your students (some multi-institutional)

Methodological diversityMethodological diversity

Empirical; evidence-informedEmpirical; evidence-informed

Must be made public/sharedMust be made public/shared

Usually requires IRB approvalUsually requires IRB approval

Example SoTL ProjectsExample SoTL Projects

Examples from participants?Examples from participants?

Student perceptions about the laboratory session Student perceptions about the laboratory session in chemistryin chemistry

Student learning and experiences in sociology Student learning and experiences in sociology senior research capstonesenior research capstone

Outcomes of civic engagement experiencesOutcomes of civic engagement experiences

Instructor and student immediacy behaviors, and Instructor and student immediacy behaviors, and achievement in a web-based writing classachievement in a web-based writing class

Why Do SoTL? Why Do SoTL? (Functions of SoTL)(Functions of SoTL)

Faculty…Faculty…

revitalizes faculty membersrevitalizes faculty members

brings in outside funding (though limited)brings in outside funding (though limited)

adds publications and presentations to adds publications and presentations to faculty accomplishmentsfaculty accomplishments

increases faculty credentials for internal increases faculty credentials for internal and external teaching or scholarly awardsand external teaching or scholarly awards

Why do SoTL?Why do SoTL?

Collaborative…Collaborative…

creates new networks among faculty, staff, and creates new networks among faculty, staff, and studentsstudents

provides research opportunities for studentsprovides research opportunities for students

provides opportunities for involvement in a provides opportunities for involvement in a national/international higher education initiativenational/international higher education initiative

strengthens graduate student training (preparing strengthens graduate student training (preparing future faculty) future faculty)

Why do SoTL?Why do SoTL?Learning and Institutional…Learning and Institutional…

demonstrates to job candidates that you value demonstrates to job candidates that you value teachingteaching

helps with assessment; program review and helps with assessment; program review and accreditationaccreditation

strengthens budget requestsstrengthens budget requests

helps change institutional culturehelps change institutional culture

improves reflection on teaching, teaching, and improves reflection on teaching, teaching, and student learningstudent learning

Integrating SoTL Work into Integrating SoTL Work into Existing Practices, Work Load, Existing Practices, Work Load,

ResourcesResources Attach SoTL work to campus priorities Attach SoTL work to campus priorities

(e.g., general education reform; diversity (e.g., general education reform; diversity initiatives; civic engagement…).initiatives; civic engagement…).

Find internal pots of funds.Find internal pots of funds.

Integrate SoTL with teaching, traditional Integrate SoTL with teaching, traditional research, & service.research, & service.

Use team work. Collaborate. Share Use team work. Collaborate. Share expertise.expertise.

Integrating SoTL Work into Integrating SoTL Work into Existing Practices, Work Load, Existing Practices, Work Load,

Resources, conResources, con’’t.t. Involve Students.Involve Students.

Get Help; retrain.Get Help; retrain.

Look for resources in disciplinary Look for resources in disciplinary associations.associations.

Apply results to improve learning.Apply results to improve learning.

Use SoTL in annual review/P&T materials.Use SoTL in annual review/P&T materials.

Where Do SoTL Questions Where Do SoTL Questions Come From?Come From?

Teaching-Learning Teaching-Learning ‘‘problemsproblems’’ in your in your classroom or program.classroom or program.

Reading extant SoTL or teaching-Reading extant SoTL or teaching-learning literature.learning literature.

From application or questioning of From application or questioning of relevant theory.relevant theory.

From reflections and conversations From reflections and conversations with others.with others.

Types of Questions Types of Questions (from Hutchings (2000)) (from Hutchings (2000))

What isWhat is questions move us toward a picture of what questions move us toward a picture of what the problem or issue or behavior looks like. the problem or issue or behavior looks like.

What worksWhat works questions engage us in finding evidence questions engage us in finding evidence for the effectiveness of various strategies or for the effectiveness of various strategies or interventions. interventions.

Visions of the possibleVisions of the possible relate to questions about relate to questions about what could be. what could be.

In developing In developing new conceptual frameworksnew conceptual frameworks, we , we choose to answer questions that lead to new models choose to answer questions that lead to new models and ways of understanding practice. and ways of understanding practice.

Getting Started on a SoTL Getting Started on a SoTL Project-Worksheet- Part IProject-Worksheet- Part I

List any activities in which you are List any activities in which you are currently engaged that constitute or currently engaged that constitute or could become SoTL work.could become SoTL work.

Think about a teaching/learning issue or Think about a teaching/learning issue or problem that you have. Briefly state that problem that you have. Briefly state that AS a question.AS a question.

What type of question is this (Hutchings What type of question is this (Hutchings scheme)?scheme)?

Searching for Prior Searching for Prior Literature for SoTL ProjectsLiterature for SoTL Projects Conducting a literature review requires using Conducting a literature review requires using

several different strategies. Participant several different strategies. Participant suggestions?suggestions?

SoTL journals, education journals, & SoTL journals, education journals, & disciplinary journals are all relevant disciplinary journals are all relevant (traditional and online).(traditional and online).

Databases- no one database is best.Databases- no one database is best.

Network at SoTL and TL conferences.Network at SoTL and TL conferences.

Getting Started on a SoTL Getting Started on a SoTL Project-Worksheet- Part IIProject-Worksheet- Part II

Given your question, what types of Given your question, what types of information or artifacts do you information or artifacts do you already have that will help you to already have that will help you to answer this question?answer this question?

What other types of information or What other types of information or artifacts or data will you need?artifacts or data will you need?

Theory Can Help Us Move Theory Can Help Us Move Our Research Agenda Our Research Agenda

ForwardForward Read up on theories related to Read up on theories related to

teaching and learning in higher teaching and learning in higher education. education.

Consider any models or theories in the Consider any models or theories in the extant SoTL literature on your topic extant SoTL literature on your topic specifically.specifically.

Talk through your theoretical ideas out Talk through your theoretical ideas out loud and with others. loud and with others.

Theory Can Help Us Move Theory Can Help Us Move Our Research Agenda Our Research Agenda

ForwardForward Consider whether theoretical propositions Consider whether theoretical propositions

and conceptual frameworks from your or a and conceptual frameworks from your or a related discipline might help explain your related discipline might help explain your teaching-learning problem. teaching-learning problem.

Draw out your model in diagram form such Draw out your model in diagram form such as a concept map to help you articulate as a concept map to help you articulate implicit theories and refine them. implicit theories and refine them.

Participant suggestions?Participant suggestions?

Strategies to Obtain Strategies to Obtain Evidence/DataEvidence/Data

reflection and analysis then creating a reflection and analysis then creating a product that presents this product that presents this

interviews and focus groups interviews and focus groups questionnaires questionnaires content analysis of text or documents content analysis of text or documents secondary analysis of existing data secondary analysis of existing data quasi-experiments quasi-experiments observational researchobservational research case studiescase studies other?other?

Ethical Issues and SoTLEthical Issues and SoTL

Human subjects + making public = Human subjects + making public = IRBIRB

Informed consent, right to privacy, Informed consent, right to privacy, protection from harmprotection from harm

Getting Started on a SoTL Getting Started on a SoTL Project-Worksheet- Part IIIProject-Worksheet- Part III

Given your question and the Given your question and the information/data you need, what research information/data you need, what research strategies might you use to obtain this strategies might you use to obtain this information and answer this question? information and answer this question?

What are some practical problems you What are some practical problems you might face in doing this study? might face in doing this study?

What ethical issues should you consider in What ethical issues should you consider in doing this study?doing this study?

Making SoTL Public Making SoTL Public (Sharing)(Sharing)

Purposes of Sharing:Purposes of Sharing: To contribute to the body of SoTL To contribute to the body of SoTL

knowledgeknowledge To encourage additional applications of To encourage additional applications of

results by colleagues or studentsresults by colleagues or students To strengthen annual review or To strengthen annual review or

tenure/promotion filestenure/promotion files To earn an awardTo earn an award

Making SoTL Public Making SoTL Public (Sharing)(Sharing)

Audiences:Audiences: Disciplinary peers; Other SoTL scholars; Disciplinary peers; Other SoTL scholars;

Colleagues in other departments or Colleagues in other departments or disciplines; Students; Accreditation disciplines; Students; Accreditation Staff; Administrators; Community Staff; Administrators; Community members or the Publicmembers or the Public

Mechanisms: Mechanisms: Journal and newsletter articles; Journal and newsletter articles;

Presentations; Books; Chapters; Videos; Presentations; Books; Chapters; Videos; Newsletters; Web pages; BlogsNewsletters; Web pages; Blogs

Tips on Documenting SoTL Tips on Documenting SoTL WorkWork

Do high quality SoTL work and show how it Do high quality SoTL work and show how it meets standards of scholarship.meets standards of scholarship.

Make SoTL public in respected Make SoTL public in respected outlets/ways.outlets/ways.

If appropriate, document SoTL as you If appropriate, document SoTL as you would other scholarship in your field.would other scholarship in your field.

““EducateEducate”” colleagues and administrators colleagues and administrators about SoTL work.about SoTL work.

Tips on Documenting SoTL Tips on Documenting SoTL WorkWork

Show how SoTL work meets standards Show how SoTL work meets standards discussed for SoTL in the literature. discussed for SoTL in the literature.

Add a SoTL section to your teaching Add a SoTL section to your teaching portfolio. List SoTL items on cv.portfolio. List SoTL items on cv.

Provide concrete evidence of making your Provide concrete evidence of making your work public.work public.

If form of documentation used is not peer If form of documentation used is not peer reviewed, obtain peer review. reviewed, obtain peer review.

Getting Started on a SoTL Getting Started on a SoTL Project-Worksheet- Part IVProject-Worksheet- Part IV

List the 1-3 main audiences for your SoTL project?List the 1-3 main audiences for your SoTL project?

Given those, how could you Given those, how could you ‘‘representrepresent’’ your SoTL your SoTL project to these audiences?project to these audiences?

List 1-2 conferences (disciplinary, teaching-learning, List 1-2 conferences (disciplinary, teaching-learning, SoTL) where you could share your SoTL project.SoTL) where you could share your SoTL project.

List 1-2 publication outlets (journals, newsletters, List 1-2 publication outlets (journals, newsletters, websites…) where you could make your SoTL websites…) where you could make your SoTL project public.project public.

DonDon’’t Forget Application t Forget Application (Using SoTL)(Using SoTL)

The ultimate goal of SoTL is to improve The ultimate goal of SoTL is to improve learning.learning.

Remember to think about, write about, Remember to think about, write about, and share implications of the results of and share implications of the results of your SoTL projects.your SoTL projects.

Apply what you learn to your own classes Apply what you learn to your own classes and other student learning opportunities.and other student learning opportunities.

Continue the loop and consider a follow-Continue the loop and consider a follow-up SoTL study to any applications.up SoTL study to any applications.

Keep in mind the limits re generalizability.Keep in mind the limits re generalizability.

How Can We Impact Learning How Can We Impact Learning via SoTL?via SoTL?

By making applications of own or othersBy making applications of own or others’’ SoTL work in SoTL work in our classes or out-of-class learning situations.our classes or out-of-class learning situations.

By making applications of own or othersBy making applications of own or others’’ SoTL work at SoTL work at the program, department, college, or institutional the program, department, college, or institutional levels.levels.

By making our SoTL work public to othersBy making our SoTL work public to others

By engaging in a SoTL research agenda and connecting By engaging in a SoTL research agenda and connecting with others doing similar work. with others doing similar work.

By sharing our SoTL results with our students.By sharing our SoTL results with our students.

By being a social change agent for the SoTL movement, By being a social change agent for the SoTL movement, locally and beyond. locally and beyond.

Getting Started on a SoTL Getting Started on a SoTL Project-Worksheet- Part V- Project-Worksheet- Part V-

HomeworkHomeworkList several ideas related to the List several ideas related to the

previous slide previous slide

(e.g., How might you share results with (e.g., How might you share results with students? How might SoTL results students? How might SoTL results help with a program or department help with a program or department teaching-learning problem? How teaching-learning problem? How might you encourage/promote SoTL might you encourage/promote SoTL and its use on campus?)and its use on campus?)

Comments? Questions?Comments? Questions?

Thank you for your interest Thank you for your interest and contributions!and contributions!