Gathering Evidence: The Basics

2018 ◽  
Author(s):  
Jacqueline M. Dewar
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Numerical Data ◽  
Scholarship Of Teaching ◽  
What Works ◽  
Starting Point ◽  
Different Types ◽  
Gathering Data

Chapter 4 provides an introduction to gathering data for scholarship of teaching and learning (SoTL) investigations, including the importance of triangulation, that is, collecting several different types of evidence. Examples are given of typical kinds of quantitative (numerical) and qualitative (non-numerical) data that might be used in a SoTL study. That quantitative and qualitative data are more closely related than it might seem at first is discussed. The taxonomy of SoTL questions—What works? What is? What could be?—provides a starting point for considering what type of data to collect. Suggestions are offered for ways to design assignments so that the coursework students produce can also serve as evidence, something that benefits both students and their instructor.

scholarly journals Chasing impact: The tale of three SoTL studies

2020 ◽  
Vol 8 (1) ◽  
pp. 91-107
Author(s):  
Ekaterina Pechenkina
Keyword(s):  
Teaching And Learning ◽  
Evaluation Methodology ◽  
Scholarship Of Teaching ◽  
Innovative Teaching ◽  
What Works ◽  
Shared Goal ◽  
The Impact

This article queries the notion of impact in studies of teaching and learning located within the field of Scholarship of Teaching and Learning (SoTL). Grounded in literature focused on measuring and challenging the impact in SoTL, and primarily on the “what works” question, the author proposes a rubric by which to judge various levels and dimensions of impact achieved in SoTL-focused projects. To operationalize it, the rubric is applied to three completed projects, which while differing in their initial scope and intended outputs were united by a shared goal of improving learning by the means of innovative teaching. By using the rubric to analyze these projects’ outputs, strengths and weaknesses of each project’s design and evaluation methodology are revealed. Diverse levels and dimensions of impact are identified and discussed. The author invites scholars of teaching and learning to use, test, and critique the rubric in the context of their completed or in-progress studies.

Evidence: From Surveys

2018 ◽  
Author(s):  
Jacqueline M. Dewar
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Research Question ◽  
Reliability And Validity ◽  
Scholarship Of Teaching ◽  
What Works ◽  
Science Technology ◽  
Course Material ◽  
And Mathematics ◽  
Knowledge Survey

Chapter 5 describes the use of surveys in scholarship of teaching and learning (SoTL) studies. Topics include how to design a survey, the reliability and validity of surveys, and response rates and how to improve them. The chapter also includes a detailed discussion of a special type of survey called a knowledge survey that is used to measure students’ confidence in their knowledge of disciplinary content. Multiple uses for knowledge surveys are described: a means to assess changes in student learning, a way to improve course organization and coordination across multiple sections, and as guide through the course material for students. The importance of a survey being a good match for the type of research question—What works? What is? What could be?—is emphasized. Many examples are given of studies of student learning in science, technology, engineering, and mathematics (STEM) fields that employed surveys.

scholarly journals The Importance of Making-While-Reading for Undergraduate Readers: An Example of Inductive SoTL

2021 ◽  
Vol 9 (1) ◽  
pp. 27-44
Author(s):  
Ingie Hovland
Keyword(s):  
Teaching And Learning ◽  
Reading Skills ◽  
Research Process ◽  
Class I ◽  
Close Reading ◽  
Life Stages ◽  
Scholarship Of Teaching ◽  
Empirical Generalization ◽  
What Works ◽  
Inductive Research

This paper gives an example of an inductive Scholarship of Teaching and Learning (SoTL) process, adapting Anthony Ciccone’s five conditions of a meaningful SoTL question. Presenting a study on pre-class reading in an undergraduate religion class, I describe how my question went through five life stages. I began with nine different pre-class reading assignments. Students judged the “map” assignment to be most helpful. This led to a further question: why maps? In a close reading of students’ reading reflections, two themes stood out: students experienced maps as helping them create a mental overview of the reading, and maps facilitated greater ownership of the act of reading. In conclusion, I argue that humanities instructors who wish to teach advanced reading skills can start by providing pre-class assignments that allow for making-while-reading, and that this making should not be merged with other reading steps. In an epilogue I reflect on the inductive research process. I suggest that SoTL scholars who use this process may reach an impasse when deciding how to present meaningful answers because their conceptual answers will stand in tension with SoTL’s practical orientation. I propose focusing on conceptual generalization (rather than empirical generalization), while still foregrounding a balance between “what works” and “what is.”

scholarly journals The Importance of Making-While-Reading for Undergraduate Readers: An Example of Inductive SoTL

2021 ◽  
Vol 9 (1) ◽  
pp. 27-44
Author(s):  
Ingie Hovland
Keyword(s):  
Teaching And Learning ◽  
Reading Skills ◽  
Research Process ◽  
Class I ◽  
Close Reading ◽  
Life Stages ◽  
Scholarship Of Teaching ◽  
Empirical Generalization ◽  
What Works ◽  
Inductive Research

This paper gives an example of an inductive Scholarship of Teaching and Learning (SoTL) process, adapting Anthony Ciccone’s five conditions of a meaningful SoTL question. Presenting a study on pre-class reading in an undergraduate religion class, I describe how my question went through five life stages. I began with nine different pre-class reading assignments. Students judged the “map” assignment to be most helpful. This led to a further question: why maps? In a close reading of students’ reading reflections, two themes stood out: students experienced maps as helping them create a mental overview of the reading, and maps facilitated greater ownership of the act of reading. In conclusion, I argue that humanities instructors who wish to teach advanced reading skills can start by providing pre-class assignments that allow for making-while-reading, and that this making should not be merged with other reading steps. In an epilogue I reflect on the inductive research process. I suggest that SoTL scholars who use this process may reach an impasse when deciding how to present meaningful answers because their conceptual answers will stand in tension with SoTL’s practical orientation. I propose focusing on conceptual generalization (rather than empirical generalization), while still foregrounding a balance between “what works” and “what is.”

scholarly journals University Students’ Understanding on Cultural Activities in American Culture Class

2018 ◽  
Vol 12 (2) ◽  
pp. 169
Author(s):  
Maryani Maryani ◽  
Lewinna Christiani Aguskin
Keyword(s):  
University Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
American Culture ◽  
Cultural Understanding ◽  
Cultural Activities ◽  
Different Types ◽  
Learning Logs ◽  
Learning Log

This research examined university students’ cultural understanding based on cultural activities that they had experienced. The data were gathered from 20 Indonesian university students who were attending American culture class through a questionnaire and ten learning logs. These students had experienced four different types of cultural activities. They were asked to share the experiences they have had regarding the cultural activities in the questionnaire and their gained knowledge related to each cultural activities in the learning log. The qualitative data were analyzed manually and classified into tables. The findings were used to explore student’s understanding of the use of cultural activities in learning and understanding American culture. In conclusion, the students gain deeper understanding after experiencing the cultural activities regarding American culture. The cultural activities practiced in this research can be used and developed for other subjects to enhance teaching and learning process in the classroom, especially to increase students’ comprehension of the particular subjects.

Bridging the Divide With SoTL: Connecting Knowledge With Best Practice in Communication Disorders

2017 ◽  
Vol 2 (10) ◽  
pp. 14-24 ◽  
Author(s):  
Jennifer C. Dalton ◽  
Joseph Klein ◽  
Dawn C. Botts
Keyword(s):  
Graduate Students ◽  
Teaching And Learning ◽  
Best Practice ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
Evidence Based ◽  
Scholarship Of Teaching ◽  
Starting Point

In this article, a model of evidence-based practice is presented that engaged graduate students and instructors from the discipline of communication sciences and disorders (CSD) in evidence-based education through the use of the scholarship of teaching and learning (SoTL). This article can serve as a starting point for other instructors interested in engaging in SoTL in their own CSD classrooms.

Developing a Researchable Question

2018 ◽  
Author(s):  
Jacqueline M. Dewar
Keyword(s):  
Teaching And Learning ◽  
Situational Factors ◽  
Disciplinary Knowledge ◽  
Scholarship Of Teaching ◽  
What Works ◽  
Educational Literature ◽  
Research Questions ◽  
And Mathematics

Chapter 2 describes how to convert a problem or question about teaching or learning into a researchable question. It uses a taxonomy of scholarship of teaching and learning (SoTL) questions—What works? What is? What could be?—derived from the work of Carnegie scholars to guide the framing of a question. Since initially, most SoTL questions are quite broad, the chapter considers several methods for refining questions. It discusses how to conduct searches of educational literature and why they are valuable when developing a question. It shows how to use disciplinary knowledge and situational factors to refine a question. It describes how identifying underlying assumptions and considering feasibility can help to further refine or perhaps reformulate SoTL research questions. Multiple examples from and references to published SoTL studies of teaching and learning in science engineering and mathematics are provided.

scholarly journals Conversations and Reflections on Authentic Assessment

2021 ◽  
Vol 1 ◽  
pp. 146-162
Author(s):  
Kimberley Grant ◽  
Lisa Fedoruk ◽  
Lorelli Nowell
Keyword(s):  
Teaching Practices ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Authentic Assessment ◽  
Theoretical Framework ◽  
Research Literature ◽  
What Works ◽  
Starting Point

In this paper, we describe how academic colleagues from different fields used a theoretical framework for authentic assessment as the starting point for meaningful conversations about our teaching practices. We re-envision Hutchings’ (2000) taxonomy of SoTL questions as a fluid conversational cycle rather than a system of classification. Using the eight elements of authentic assessment as outlined by Ashford-Rowe et al. (2014) as a theoretical framework, we engage with the research literature, reflect on what is and what works from our previous teaching and learning experiences, and propose ideas and questions for what is possible moving forward.

scholarly journals 1. Mapping a Mirage: Documenting the Scholarship of Teaching and Learning

2011 ◽  
Vol 1 ◽  
pp. 2 ◽  
Author(s):  
Nicola Simmons
Keyword(s):  
Creative Thinking ◽  
Teaching And Learning ◽  
Creative Performance ◽  
Scholarship Of Teaching ◽  
Promotion And Tenure ◽  
Common Definition ◽  
Starting Point ◽  
Open The Doors ◽  
Conference Session ◽  
The Doors

The purpose of the conference session upon which this paper is based was to challenge the notion that evidence of scholarship must be limited to publication in a peer-reviewed journal, and to open the doors for creative thinking about what might constitute evidence of scholarship of teaching and learning. Existing theory around defining scholarship (Boyer, 1990; Glassick, Huber, & Maeroff, 1997; Sorcinelli, 2002) can provide a justification for alternatives, but how can scholarship expressed through teaching or other creative performance be demonstrated? Scholarship of Teaching and Learning (SoTL) scholars in particular may face challenges in documenting their scholarship so promotion and tenure committees can understand its worth.My intent was not to negate the importance of peer-reviewed publications, but to parallel them with other forms of scholarly dissemination that I argue might in some cases have more impact on advancing the field. I also maintain that any understandings of scholarship are both individual and contextual (Baxter Magolda, 1999). The purpose of this summary therefore is not to promote a common definition but rather to challenge the traditional boundaries of understanding. Engagement in scholarship suggests an exchange of ideas, and it is my hope that this article may serve as a starting point for future discussion.

Designing a Research Study

2018 ◽  
Author(s):  
Jacqueline M. Dewar
Keyword(s):  
Teaching And Learning ◽  
Research Study ◽  
Human Subjects ◽  
Research Question ◽  
Control Group ◽  
Control Groups ◽  
Scholarship Of Teaching ◽  
What Works ◽  
Group A ◽  
And Control

Chapter 3 examines basic considerations of education research design, such as whether or not to have experimental and control groups. Because many scholarship of teaching and learning (SoTL) questions arise in situations where it is not possible to have a control group, a number of other options are presented. The taxonomy of SoTL questions—What works? What is? What could be?—and frameworks such as “decoding the disciplines” and “threshold concepts” are used to suggest different ways to conduct an investigation. The importance of aligning the evidence with the research question and choosing an appropriate measure of change are also considered. The chapter closes with a discussion of the requirement to obtain human subjects clearance in order to make the results of a SoTL study public.

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