The Scholarship of Teaching and Learning (SoTL):

What Does Research Say is Effective in STEM Disciplines?

Temika M. Michael, M.Ed, Howard University2nd LCSAA Convening

Jackson State UniversityMay 17, 2005

Scholarship of Teaching and Learning (SoTL): An Introduction

“Focus on Learning and Teaching Checklist” “Johari Window”

I KNOW I DON’T KNOW

THEY KNOW

“I support teaching”, I say

My actions don’t support my words

THEY DON’T KNOW

I really mean it What’s behind the gap above?

North, J. (1996)

Scholarship of Teaching and Learning (SoTL): An Overview

Problem Invisibility of teaching Oversimplification of teaching

Paradigm Shift: Ernest L. Boyer Scholarship of Discovery Scholarship of Integration Scholarship of Application Scholarship of Teaching

SoTL vs. Scholarly Teaching

Scholarly Teaching The act of systematically collecting and using data

to inform oneself on the effectiveness of teaching as related to student learning.

The Scholarship of Teaching and Learning (SoTL) Systematic study of teaching and learning and the

public sharing and review of such work through presentations or publications.

What is Effective in the STEM Disciplines?

Thinking outside the box: Traditional vs. SoTL approaches to teaching in STEM

Case Teaching

What is it? A variety of instructional approaches built

around a central story or theme – “case”. Purpose?

To engage students in learning science. Improves?

Student motivation, interest, and achievement in science.

Connects? Real world contexts with science.

Flexible

Case Teaching (con’t…)

National Center for Case Teaching in ScienceState University of New York - Buffalohttp://ublib.buffalo.edu/libraries/projects/cases/case.html

Case studies w/teaching notes Conferences/Workshops Journals Professional societies

Apprenticeship

Peer Instruction

Engagement in real literature

Use of examinations as teaching opportunities for students

Brian A. Coppola

http://www.umich.edu/~michchem/faculty/coppola/

EXAMPLE OF BRIAN A. COPPOLA

Learning Communities

Problem-Based Learning

Peer Teaching

Service Learning

Collaborative Learning

Cooperative Learning

Conclusions

Traditional “talk-and-chalk” approaches to teaching STEM ineffective when used alone

SoTL provides framework for multiple approaches to teaching STEM

Student learning in STEM disciplines is enhanced through SoTL and Scholarly Teaching

Q & A

Bilica, K. (2004). Lessons from experts: Improving college Science instruction through case teaching. School Science and Mathematics, 104(6), 273-278.

Huber, M. (2004). Balancing acts: The scholarship of teaching and learning in academic careers. Washington, DC: American Association for Higher Education and The Carnegie Foundation for the Advancement of Teaching.

Huber, M. & Morreale, S. (2002). Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground. Washington, DC: American Association for Higher Education and The Carnegie Foundation for the Advancement of Teaching.

Hutchings, P. (2003). The scholarship of teaching and learning in communication: A few words from the Carnegie Academy. Communication Education, 52(1), 57-59.

North, J. (1996). Encouraging the Campus Focus on Learning and Teaching. Keynote address presented at the Grand Valley State University Annual Conference on Teaching and Learning.

Reynolds, D. & Muijs, D. (1999). The effective teaching of Mathematics: A review of research. School Leadership & Management, 19(3), 273-288.

Katz, R. et al. (1998). Dancing with the Devil: Information Technology and the New Competition in Higher Education.

Katz, R. & Rudy, J. (eds.) New Directions for Institutional Research, Information Technology in Higher Education: Assessing Its Impact and Planning for the Future, No. 102 Summer 1999, Vol. 102.